Continuing Education Online Platform Accessibility Check [FREE PDF]

Online continuing education platforms must comply with ADA Title III requirements ensuring equitable access for individuals with disabilities, as reinforced by DOJ guidance on web accessibility and Section 508 of the Rehabilitation Act. Institutions offering digital coursework face increasing regulatory scrutiny from state education boards and federal agencies regarding accessible design, captioning, screen reader compatibility, and alternative format availability. This checklist equips Program

• Industry: Adult Education
• Frequency: Quarterly
• Estimated Time: 35-50 minutes
• Role: Program Director
• Total Items: 37
• Compliance: ADA Title III - 42 U.S.C. § 12182, Section 508 of the Rehabilitation Act - 29 U.S.C. § 794d, WCAG 2.1 Level AA (W3C/ISO 40500:2012), State Education Board Standards - Distance Learning Accessibility, DOJ Web Accessibility Guidance (March 2022)

Visual Accessibility & Contrast Compliance

Verify that all visual elements meet color contrast, font sizing, and low-vision accommodation requirements.

• Does all body text meet a minimum contrast ratio of 4.5:1 against its background?
• Are all UI components and graphical objects distinguishable with at least a 3:1 contrast ratio?
• Can users resize text up to 200% without loss of content or functionality?
• Is color used as the sole means to convey any critical information or action?
• Are all images of text avoided in favor of actual text except where essential?

Screen Reader & Assistive Technology Compatibility

Ensure all platform content and navigation is operable and understandable via screen readers and other assistive technologies.

• Do all non-text content elements (images, icons, charts) have descriptive alternative text?
• Is all platform navigation and functionality accessible via keyboard alone without requiring a mouse?
• Are all form fields, buttons, and interactive elements programmatically labeled for screen readers?
• Has the platform been tested with at least two screen readers (e.g., NVDA, JAWS, VoiceOver)?
• Does the platform avoid content that flashes more than three times per second?

Multimedia, Captioning & Audio Description

Verify that all video, audio, and multimedia learning content includes accurate captions and audio descriptions as required.

• Are synchronized captions provided for all pre-recorded video content on the platform?
• Are captions accurate (95%+ accuracy) and free from significant errors that impede comprehension?
• Is audio description provided for all pre-recorded video content where visual information is not conveyed in the audio?
• Are transcripts available for all audio-only content and podcasts used in coursework?
• Can users control media playback (pause, stop, volume) independently of system controls?
• Does live-streamed or synchronous course content include real-time captioning (CART or equivalent)?

Document & Downloadable File Accessibility

Assess whether all course documents, PDFs, and downloadable materials meet accessibility standards for AT users.

• Are all uploaded PDF course materials tagged and structured for screen reader compatibility?
• Are alternative formats (Word, HTML, or audio) available for all primary course documents?
• Do all data tables in course documents include proper headers and are they structured logically?
• Are all hyperlinks in documents descriptive (avoiding 'click here' or 'read more' as link text)?
• Is third-party content or externally linked material also assessed for accessibility compliance?

Navigation & User Interface Accessibility

Evaluate platform navigation consistency, focus management, skip links, and overall UI accessibility.

• Does the platform provide a visible focus indicator for all keyboard-navigable elements?
• Is a 'Skip to Main Content' link or equivalent mechanism available at the top of each page?
• Are page titles unique and descriptive enough to identify each course page or section?
• Is the navigation order of content logical and consistent with the visual presentation?
• Do error messages in forms clearly identify the field in error and provide guidance for correction?

Accommodation Requests & Student Support Processes

Confirm that institutional processes for disability accommodations are clear, accessible, and timely.

• Is the disability accommodation request process clearly communicated to all enrolled learners before courses begin?
• Is the accommodation request form itself fully accessible (screen reader compatible, keyboard navigable)?
• Are accommodation requests processed and implemented within the institution's documented response timeframe?
• Are instructors trained on disability accommodation obligations and how to implement approved accommodations?
• Is there a documented grievance or appeals process for learners denied accommodations?

Accessibility Policy & Voluntary Product Accessibility Template (VPAT)

Review whether the platform's accessibility policy, VPAT, and audit documentation are current and publicly available.

• Does the institution have a published, current Accessibility Statement for the online learning platform?
• Has the LMS vendor provided a current VPAT (Voluntary Product Accessibility Template) conformance report?
• Has the platform undergone a formal accessibility audit by a qualified third party within the past 24 months?
• Are all identified accessibility barriers from previous audits logged with remediation timelines assigned?
• Is a dedicated accessibility contact (person or team) identified for learner accessibility inquiries?
• Additional notes on platform accessibility policy gaps or pending remediation items?

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Why Use This Continuing Education Online Platform Accessibility Check [FREE PDF]?

This continuing education online platform accessibility check [free pdf] helps adult education teams maintain compliance and operational excellence. Designed for program director professionals, this checklist covers 37 critical inspection points across 7 sections. Recommended frequency: quarterly.

Ensures compliance with ADA Title III - 42 U.S.C. § 12182, Section 508 of the Rehabilitation Act - 29 U.S.C. § 794d, WCAG 2.1 Level AA (W3C/ISO 40500:2012), State Education Board Standards - Distance Learning Accessibility, DOJ Web Accessibility Guidance (March 2022). Regulatory-aligned for audit readiness and inspection documentation.

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