Students vary in how they learn. Some absorb it better by reading, others by listening or seeing visual aids.

Creating accessible course materials provides an opportunity for every student to thrive, regardless of ability, disability or background, said Michele Kelmer, director of faculty engagement and outreach for UITS Learning Technologies.

Some Indiana University faculty have already made their course materials digitally accessible, but it will soon be required. A new federal rule in Title II of the Americans with Disabilities Act requires all public institutions serving more than 50,000 people to meet updated web accessibility standards by April 24, 2026. The requirement means all digital course materials must meet W3C Web Content Accessibility Guidelines by the end of the spring 2026 term.

In response, IU has launched a digital accessibility initiative to help faculty meet the requirements.

“Traditionally, the professor has had the role of presenting content in any pedagogical way that they choose,” said Mercedes Cannon, Accessible Educational Services director at IU Indianapolis. “This Title II law requires that they be more intentional about how they provide students with access to their content.”

Not all students with a disability seek an accommodation through Accessible Educational Services, Kelmer said. Approximately 20% of college-age students have some type of diagnosed disability, but only 7% will file with Accessible Educational Services.

Research studies have shown that when students are given material in multiple formats, they absorb and retain the material better, said Drew Bogenschutz, Accessible Educational Services director at IU Bloomington. Providing course material in multiple accessible formats from the start removes pressure points on students, faculty and Accessible Educational Services staff.

“There’s a level of increased clarity when you are doing these simple steps to make sure your content is accessible,” Kelmer said.

Michael Mace, manager of UITS Assistive Technology and Accessibility Centers, said that if Canvas course material is accessible, students can download it in different formats. Some might download it an audio version and listen to it during a commute to and from campus.

Accessible material works better with notetaking tools, Mace added, while photocopied material prevents text from being extracted because it’s just an image.

Mace and his colleagues Sarah Herpst and Kevin Brokamp were honored this year for their innovative implementation, integration and rollout of Anthology Ally, which integrates with Canvas. Since its launch, IU has seen an increase in the accessibility of Canvas course content and increased interest in accessibility best practices. The tool earned the Catalyst Award during the 2025 Anthology Awards Ceremony.

Making digital course materials accessible from the get-go saves time and headaches, Mace said. It takes more time to remediate materials than it does to create them with accessibility in mind from the start.

Kirk Johannesen is a communications consultant for the Office of the Vice President for Communications and Marketing.