Digital Accessibility and Universal Design for Learning

Digital accessibility is the practice of creating and delivering technology and digital content in a way that removes barriers for people with a wide range of abilities, including variations in hearing, movement, sight, and cognitive function. When materials are digitally accessible, screen readers and other assistive technology can more effectively translate the organization and content for readers. By prioritizing accessibility, we empower all individuals to fully participate in the digital world.

In April 2024, the Department of Justice updated the standards for digital content at public institutions. By April 24, 2026, all digital content at Marshall University must meet  WCAG 2.1 AA (Web Content Accessibility Guidelines).

But accessibility is more than just compliance. Marshall Online’s “Designing for All, Habit by Habit” initiative is our way of making accessibility a core part of our workflow. We believe that small, consistent actions – practical design habits – lead to big, positive changes over time. We’re building a more inclusive digital experience, one habit at a time.

SCULPT, developed by Worcestershire County Council in the U.K., offers a memorable acronym for key standards. Think of it as a starting point for establishing good habits toward WCAG 2.1 AA guidelines.

S: Structuring a document using headings

C: Color contrast and color use

U: Use of images and alt text

L: Links (use hyperlinks, not “Click Here”)

P: Plain language and clear fonts

T: Tables and transcripts

Everyone can contribute to a more inclusive, digitally accessible campus community. Learn more about your role in this effort:

• Faculty: All digital materials in a course should be accessible, including any documents, videos, and assignments, and content from third-party vendors posted in Blackboard or shared online.
• Employees: All digital content created for Marshall, including Marshall webpages, social media, digital flyers, and online training materials.
• Students: If you create content for a university office or are writing a thesis or dissertation, you must meet accessibility standards. For regular coursework, there is no legal requirement to apply these standards. However, learning how to make your work accessible will strengthen collaboration with peers and instructors and help you build transferable skills. Many workplaces also require digital accessibility, so developing these skills now can give you a professional advantage.
• External Partners: If you develop any materials for Marshall, such as content for a microcredential course, you will need to ensure accessibility standards are met.

Our “Designing for All, Habit by Habit” initiative supports digital accessibility while proactively incorporating Universal Design for Learning (UDL) principles. UDL is rooted in the idea that good design serves everyone from the start—an approach originally developed in architecture to create spaces without the need for retrofitting or special accommodations. 

Applied to education, UDL helps faculty design flexible, inclusive learning environments that anticipate diverse student needs. Rather than designing for the “average” learner, UDL encourages faculty to build courses that offer multiple ways for students to access content, engage with material, and demonstrate what they’ve learned. By applying UDL principles, you can improve equity, boost motivation, and reduce barriers to learning—without sacrificing academic rigor.