Most digital accessibility issues don’t stem from bad intentions but are created by assumptions that quietly cause major barriers for students, families and visitors as they engage online with your institution.
Digital accessibility has become a priority across higher education. With increased attention from the DOJ, clearer WCAG guidance, and growing expectations from students, institutions are working hard to improve access.
But despite good intentions, many campuses continue to make the same avoidable mistakes.
These issues stem from complex digital ecosystems, decentralized ownership, and a misunderstanding of how people actually experience campus technology.
Below are the most common digital accessibility mistakes we see on college and university websites — and why they matter more than many teams realize.
1. Relying on Visual-Only Navigation
Many campus digital experiences heavily involve visual cues:
- Color-coded categories
- Icon-only buttons
- Visual maps with no text equivalents
For users who rely on screen readers or keyboard navigation, these cues may not be accessible
Why this matters:
If information can only be understood visually, it isn’t accessible — even if it looks clean and modern.
2. Interactive Elements That Require a Mouse
Interactive features are often the most useful and the most problematic tend to be campus maps, filters & search tools, and dropdown menus. If these elements can’t be navigated with a keyboard alone, they create immediate barriers.
Why this matters:
WCAG requires that all functionality be accessible without a mouse.
3. Inaccessible PDFs and Static Maps
PDFs remain one of the most common accessibility pain points in higher ed:
- Scanned documents with no text structure
- Static campus maps without labels or alt text
- Long documents with no headings or landmarks
Why this matters:
A PDF that isn’t structured properly may be completely unreadable to assistive technologies.
4. Event Pages Without Accessibility Information
Campus events are central to student life — but accessibility details including the ones outlined below are often missing:
- Captioning or ASL interpretation
- Physical access information
- Accommodation request instructions
Why this matters:
When accessibility information isn’t visible, users are forced to ask — or opt out entirely.
5. Treating Mobile Accessibility as an Afterthought
Many accessibility checks focus on desktop experiences, even though:
- Students primarily access information on a mobile device
- Screen readers behave differently on mobile devices
- Touch targets and gestures introduce new barriers
Why this matters:
An experience that works on desktop but fails on mobile is still inaccessible.
6. Treating Accessibility as a One-Time Project
Accessibility is often approached as:
- A single audit
- A one-time remediation effort
- A checklist to complete
But digital environments are constantly changing.
Why this matters:
New content, updates, and features can unintentionally reintroduce accessibility issues if accessibility isn’t built into ongoing workflows.
Why These Mistakes Keep Happening
Most institutions face similar challenges:
- Accessibility ownership is siloed in IT
- Marketing, events, and facilities teams manage separate tools
- Real-world user testing is limited
Accessibility continues to break down because no single team owns the full experience.
A Better Way Forward
Improving accessibility starts with understanding how people actually use campus systems every day.
The most successful institutions:
- Treat accessibility as a shared responsibility
- Focus on high-traffic, high-impact digital touchpoints like the website, interactive map and virtual tour
- Build accessibility into core platforms
Frequently Asked Questions
What are the most common digital accessibility mistakes colleges make?
The most common digital accessibility mistakes include relying on visual-only navigation, only offering interactive tools that require a mouse, publishing inaccessible PDFs, omitting accessibility information on event pages, neglecting mobile accessibility, and treating accessibility as a one-time project instead of an ongoing practice.
Why are interactive campus maps often inaccessible?
Campus maps are often inaccessible because they rely heavily on visual interaction, lack keyboard navigation, do not provide text alternatives for visual elements, or are built as static images or PDFs that screen readers cannot interpret.
Are PDFs considered accessible for college websites?
PDFs are only accessible if they are properly structured with headings, readable text (not scanned images), tags, and logical reading order. Many campus PDFs fail these requirements, making them unusable for screen reader users.
Why is mobile accessibility important for higher education websites?
Mobile accessibility is critical because most students access campus information on mobile devices. If websites, maps, or event pages are not optimized for mobile screen readers, touch navigation, and readable layouts, they remain inaccessible even if desktop versions appear compliant.
Is passing a WCAG audit enough to ensure digital accessibility?
No. Passing a WCAG audit does not guarantee a fully accessible experience. Accessibility requires ongoing testing, maintenance, and user-centered design, especially as content and digital tools are updated over time.
How can colleges reduce digital accessibility risks?
Colleges can reduce accessibility risks by focusing on implementing digitally accessible practices across high-impact digital experiences like maps and event listings, testing with real users, partnering with vendors who build accessibility into their core product roadmap and ensure compliance, sharing responsibility across teams, and building accessibility into core platforms rather than relying on one-time fixes.