Accessibility, AI, and Digital Learning

Digital learning—when designed and implemented with intentionality—can remove barriers, enhance flexibility, and support personalized learning paths for students with disabilities.

In an environment increasingly reinforced by online and hybrid learning, accessibility is not an option—it is an imperative.

Accessibility in schools is essential because it ensures equity and opportunity for all students—regardless of physical, cognitive, sensory, or emotional differences. At its core, accessibility allows students with disabilities to fully engage in learning experiences, helping schools fulfill legal obligations (such as the Americans with Disabilities Act and Section 504 of the Rehabilitation Act) while also meeting moral and educational imperatives.

Factors Why Accessibility in Schools Matters

• Equity of Opportunity: Every student deserves access to learning that meets their individual needs and abilities.

• Legal and Ethical Obligation: Federal and state laws require schools to provide accessible educational experiences—but more than compliance, it’s about doing what is right.

• Improved Learning Outcomes: When learning materials, classrooms, and tools are accessible, students are more likely to succeed academically and socially.

• Inclusion and Belonging: Accessible environments foster inclusion—students feel valued and empowered, contributing positively to school culture.

• Universal Benefits: Accessibility practices often benefit all learners (ex: captions aid English language learners, mobile-friendly content supports anytime/anywhere learning).

How Digital Learning Can Help Remediate Accessibility Barriers

Challenge	Digital Solution
Physical access to buildings, materials	Online courses and virtual learning spaces can remove physical barriers.
Visual impairments	Screen reader compatibility, alt text, audio descriptions in digital content.
Hearing impairments	Captions for videos, transcripts for audio materials, sign language interpretation in virtual sessions.
Cognitive & learning disabilities	Modular, self-paced learning with clear navigation, chunked content, visual supports.
Flexibility needs (due to chronic illness, fatigue, etc.)	Asynchronous options, recorded lectures, adaptive assessments to support varied energy levels and attention spans.
Communication barriers	Multiple modes of interaction (chat, forums, voice, video), accessible LMS platforms.

Best Practices for Schools Using Digital Learning to Support Accessibility

1. Adopt Universal Design for Learning (UDL) Principles --Design flexible digital content that accommodates diverse learning styles and needs.

2. Use accessible platforms and tools--Ensure learning management systems (LMS), content creation tools, and apps are WCAG-compliant and screen reader-friendly.

3. Provide training for educators--Equip teachers to design accessible digital learning materials and recognize when students need support.

4. Offer multiple formats--Provide materials in text, audio, video, and interactive formats to allow students choice in how they engage.

5. Incorporate assistive technologies--Support the use of screen readers, speech-to-text, text-to-speech, and adaptive devices.

6. Prioritize inclusive pedagogy--Build community and interaction in ways that respect and include students with disabilities in all digital learning spaces.

   
   

Here’s a breakdown of the Supreme Court’s landmark ruling and what it means for institutions, especially schools

• In A.J.T. v. Osseo Area Schools (June 12, 2025), SCOTUS unanimously held that when students sue schools under the ADA and Section 504 of the Rehabilitation Act, they need only meet the same standard used in other ADA cases, not the higher “bad faith or gross misjudgment” threshold that some lower courts—especially the Eighth Circuit—had imposed

• Chief Justice Roberts explained that nothing in the statutes justifies a tougher burden in educational settings: defective accommodations by schools should be judged by the same “deliberate indifference” standard applied elsewhere.

• The decision stemmed from the case of Ava Tharpe, a Minnesota student with severe epilepsy who was denied evening instruction to accommodate her condition—unlike her previous school in Kentucky—resulting in significantly fewer instructional hours.

⚖️ Key Takeaways for Institutions

Implication	Details
1. Lower Legal Barrier	Schools can no longer hide behind stricter proof standards; they must show only deliberate indifference to defend against discrimination claims.
2. Increased Litigation Risk	Institutions may face more lawsuits seeking monetary damages when accommodations are inadequate—even in good faith cases..
3. Federal Uniformity Restored	The ruling creates a one-size-fits-all standard, eliminating regional disparities in legal thresholds .
4. Financial Accountability	School districts may experience increased legal costs, settlements, and the potential need to expand resources for accommodations.

🏫 What Schools Can Do

1. Proactively audit IEPs & 504 Plans: Review accommodations to ensure they meet student needs—e.g., alternative scheduling, assistive technology, or staff support for disabilities similar to epilepsy.

2. Train staff on civil rights law: Equip educators, counselors, and administrators with knowledge about ADA/Section 504 obligations and signs of non-compliance.

3. Document outreach/efforts thoroughly: Maintain records showing good-faith efforts to identify and address student needs; documentation helps defend against claims of deliberate indifference.

4. Establish proactive communication systems: Encourage open dialogue with families about evolving circumstances, and adjust accommodations.

5. Revise policies and protocols: Formalize processes for evaluating and implementing accommodations quickly when requested.

6. Allocate budget for accommodations and legal expertise: Anticipate potential costs—either for litigation or for scaling services—and proactively invest in supports.

🎯 Bottom Line

• The decision empowers students and families, making it easier to hold schools accountable for failing to provide necessary accommodations.

• Schools face higher risks, but also have a clear roadmap: strengthen processes, documentation, and communication to comply proactively.

• Acting now—through training, audits, and policy updates—allows schools to reduce legal exposure and better serve students with disabilities.