Introduction to WCAG for Educators

If you work in education—whether in teaching, communications, admissions, or IT—you’ve likely come across mentions of the Americans with Disabilities Act (ADA), or terms like “Title II” and “Title III.” Maybe you’ve even learned about the Web Content Accessibility Guidelines (WCAG) as part of a campus-wide accessibility effort or in an instructional technology meeting. But how does WCAG relate to your everyday responsibilities? And why is it important to understand and use these guidelines in your role?

In this blog, we’ll break down what WCAG is and why it matters for educators. We’ll also explore how you can apply WCAG principles to remove barriers for students with disabilities across the formats you use every day.

What every educator should know about WCAG

WCAG is a set of standards that explain how to make digital content more accessible—especially for people with disabilities. While these standards can feel complex, theirpurpose is simple: to make the web work for everyone. At its core, WCAG is about designing and building digital spaces that arebarrier-free for all users.

Importantly, engaging with WCAG doesn’t require deep technical expertise. As educators, many of the most impactful accessibility improvements are rooted in pedagogical awareness; being thoughtful and intentional about how all content is presented for students.

What are the four principles of WCAG?

WCAG is built on four key principles—perceivable, operable, understandable, and robust (POUR)—that define what makes digital content accessible:

• Perceivable: Students need to be able to take in the content you share, whether they’re watching, reading, or listening to it. That means nothing should be hidden from their senses. If a student uses a screen reader, for example, images will need alt text. If they’re watching a lecture video, captions or transcripts should be available.
• Operable: Students should be able to move through digital experiences in a way that works for them. Ensure that students can navigate and interact with course materials and campus resources using a keyboard, voice control, or other assistive technologies—not just a mouse.
• Understandable: Digital experiences must be easy for all students to follow. Use clear instructions and intuitive navigation features, so students can find what they need and complete tasks without confusion or frustration. For example, clearly label where assignments should be submitted on a course page, and use consistent buttons like “Submit” or “Next” instead of vague terms like “Proceed” or “Go.”
• Robust: Tools and resources should work well with a range of assistive technologies—like screen readers or text-to-speech tools—and continue to work as those technologies evolve. This means your content needs to be built on a solid foundation to ensure it remains accessible and functional across future platforms, browsers, and devices.

WCAG and web accessibility laws

WCAG’s principles not only offer a clear framework for creating more accessible content—they also serve as the foundation for how digital accessibility is evaluated under global laws.

In the U.S., conforming with WCAG is now a requirement for compliance with Title II of the Americans with Disabilities Act (ADA), which applies to all state and local government organizations, including public institutions. WCAG conformance is also a best practice for compliance with ADA Title III, which covers private schools and universities. Other key U.S. civil rights legislation, like Section 508 of the Rehabilitation Act of 1973, directly references WCAG.

Putting WCAG principles into practice

Now that you understand why WCAG matters in education, its core principles, and how it relates to legal compliance, the next step is putting it into action. The following practical tips will help you start applying WCAG to your institution’s content, making digital experiences more inclusive and usable for all students.

1. Use headings to structure content.

When you format text in Word, Google Docs, or your LMS, you might notice options like “Heading 1,” “Heading 2,” etc. For students using assistive technology, headings provide a structure for content, helping them move between sections seamlessly. The benefits of using headings also extend to students with cognitive disabilities; headings serve as a table of contents for Word and PDF documents, making information easier to follow and navigate.

2. Make images meaningful with alt text.

Students who use screen readers, including many students with visual disabilities, rely on alternative text—or alt text—to access visual content. Alt text refers to a short description that conveys the purpose of an image, along with key details. To write effective alt text, use clear, concise language, and focus on what the student needs to understand from the image in the context of your content.

3. Be mindful of color choices.

For some students with low vision, poor contrast—like grey text on a white background—can make reading difficult or impossible. Always use high-contrast combinations to ensure text stands out clearly from the background. This helps everyone read more easily, not just students with disabilities. Additionally, for students with color vision limitations (such as color blindness) certain hues, like red and green, can be difficult to differentiate between. If you rely on color alone to convey meaning (e.g. “click the green button to continue”), students may miss important instructions. Instead, pair color with clear labels, icons, or patterns to make meaning accessible for all users.

4. Check your documents for accessibility.

Whether it’s a syllabus, reading list, or assignment brief, take a moment to ensure your documents are usable for all students. Make sure the text is selectable—not just an image of text—so screen readers can interpret it. Use proper heading styles to give your document structure and help students navigate with ease. Add concise alt text to images so nothing is missed by students using screen readers.

5. Use clear, descriptive link text.

Link text refers to text that contains a hyperlink on a web page or in a digital document. When link text is a vague phrase, like “click here,” or “read more”, users don’t have a way of knowing where a link will take them. This can create a disorienting experience for screen reader users and can also confuse students with cognitive or learning disabilities. To provide a more accessible experience, use link text that clearly describes the destination, such as “Download the course schedule (PDF)” or “Watch the Week 3 lecture.”

6. Keep content consistent and calm.

Inconsistent fonts, scattered layouts, or dense blocks of text can make digital content feel chaotic, especially for students with ADHD, autism, or reading disabilities. Using consistent layouts, short paragraphs, and plain language can reduce cognitive load and help students focus on learning, not figuring out how to navigate your course page.

Getting started with WCAG: A guide for educators

At first, navigating the technical details of WCAG can be challenging. Don’t be afraid to reach out for support. Most institutions have tools, teams, or internal guidance in place to help you create more accessible materials. Start with what’s already available to you:

1. Run a quick check with built-in accessibility checkers.

Programs like Microsoft Word, PowerPoint, and Adobe Acrobat include built-in accessibility checkers. These tools can automatically flag common issues like missing alt text, heading errors, or poor contrast. Tools such as Microsoft Word’s built-in accessibility features and Level Access’s free online contrast checker can help you quickly test your color choices to make sure content is clear.

2. Test navigation with your keyboard.

A simple way to check if your digital materials are accessible is to try navigating your content using only your keyboard, specifically the Tab, Enter, and arrow keys. Are you able to move through headings, links, form fields, and interactive elements in a logical way? Do you always know where you are on the screen? If not, it’s likely that students relying on keyboard navigation may struggle to access the content, too.

3. Use free browser extensions to scan for barriers.

Tools like the WAVE extension and WebAIM Contrast Checker can help you spot common issues in web-based content, such as low contrast or missing structure. They are quick to run and provide a general snapshot of your accessibility gaps.

4. Tap into your campus resources.

Your campus teams—like Instructional Design, IT, or Disability Services—may already offer training, checklists, or toolkits to help you create accessible content. Reach out and make use of their knowledge and expertise. You might also consider exploring the Level Access Academy, our on-demand training hub with self-paced courses tailored to various roles and skill levels.

Need a quick reference? Download The Must-Have WCAG Checklist—an interactive guide with 10 essential practices to help you implement WCAG more confidently.

And remember, accessibility is a shared responsibility. You don’t need to be perfect—you just need to make a start. Every small improvement you make helps more students access and engage with your content.

Achieve WCAG conformance with an expert partner.

Partnering with a trusted accessibility provider gives your institution the clarity and support needed to meet WCAG standards, without slowing down your teams. From improving LMS content and instructional materials to building out long-term policies and reporting frameworks, every improvement helps you deliver more inclusive learning experiences.

With over 25 years of experience, Level Access helps academic institutions audit, fix, and govern digital accessibility at scale. Our end-to-end solution—spanning Audit & Test, Build & Fix, and Governance & Reporting—has been built to support compliance while strengthening your institution’s commitment to equitable access.

To learn more about how our platform and services can help you deliver WCAG-conformant learning experiences, contact a member of our team today.

Frequently asked questions

1. Do I need to know the full WCAG to create accessible course content?

You don’t need to be a technical expert to start making your materials more accessible. Simple steps can make a big difference for your students. If you’re unsure where to begin, reach out to your institution’s instructional technology or accessibility team. They can point you to the right tools, resources, or an expert who can guide you through best practices.

2. Does conforming to WCAG help mitigate legal risk?

Yes, conforming to WCAG helps mitigate legal risk. While WCAG itself isn’t a law, it’s widely recognized as the standard used to evaluate digital accessibility under key laws like the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act. Aligning your content with WCAG puts you in a stronger position to demonstrate due diligence and reduce the likelihood of complaints, investigations, or lawsuits.

3. Can our institution achieve 100% WCAG conformance?

Reaching 100% WCAG conformance at all times can be challenging—especially with frequent course updates and third-party tools in use. Instead, aim for substantial conformance: Make sure no major barriers stop students with disabilities from accessing content. Regular testing and ongoing improvements go a long way.