A new federal rule is redefining digital accessibility, but Cornell is well positioned to meet the ADA Title II challenge—thanks to years of proactive work and sustained commitment across the university. 

“Accessibility is everyone’s responsibility,” said Annie Heckel, Cornell’s electronic information technology accessibility manager. “Anything you put online or send in an email directly influences how others experience Cornell. Small, consistent practices can reduce barriers for thousands of people who seek, receive, and engage with the university’s online materials.”

Early Adoption and Alignment

Cornell’s digital accessibility efforts began years before the new federal rule was proposed. Prior research and discovery—including a 2018–2021 Office for Civil Rights review—helped shape University Policy 5.12, Cornell’s Web Accessibility Standards. The policy already aligns with WCAG 2.2 AA, a more current and rigorous standard than the federal benchmark of WCAG 2.1 AA referenced in the pending Title II rule.

Heckel welcomed the clarification that Title II brings to higher education. She said, “Even though Cornell is a private university, the new Title II rule gives us clarity, specificity, and national alignment. It validates the university’s previous work and gives our team an opportunity to reinforce expectations, refine practices, and support campus partners in making accessible choices from the start.”

Title II, which applies to public institutions, makes three key points clear:

1. The ADA fully applies to digital environments, including login-protected areas.
2. WCAG 2.1 AA is the federal standard for accessible web and mobile content.
3. Institutions—not vendors—are responsible for accessibility when the tools they use fall short.

At Cornell, accessibility continues to improve through comprehensive website reviews, a range of training options, and ongoing collaboration with campus colleagues.

Use Existing Accessibility Tools

Cornell’s digital presence is constantly evolving, and each update—big or small—can introduce barriers if accessibility isn’t considered. The university can remain accessible only when every contributor reinforces these best practices every time they publish or edit content. 

In a recent podcast, Heckel stressed the importance of learning and using the accessibility features built into most common software tools. These features simplify accessible content creation, but they only help when people know they exist—and use them. 

Links to Episode 107: “What if the Barrier Isn’t the Person—It’s the Design?” and its transcript are available on the Inclusive Excellence Podcast site.

Vendors—including Cornell—Must Support Accessibility

Accessibility also matters long before content is published. It should be a core evaluation criterion when departments and units choose or renew third-party services. Cornell’s accessibility team has helped craft contract language requiring vendors to meet the university’s expectations. 

The university must also meet those expectations when Cornell itself is the vendor. If a unit provides a service, application, or digital resource used by public organizations or the public, it must comply with the ADA Title II guidelines. Partner institutions may request a Voluntary Product Accessibility Template (VPAT) as part of their procurement or implementation processes.

Ask for Web Accessibility Assistance

Support from the Web Accessibility Team is easiest to request through the column of blue buttons on their Service Catalog page. 

Use General Support to request help with a VPAT, or select any of the other service-specific buttons—such as website reviews or accessibility evaluations—to get appropriate help.