Digital Accessibility Support for Education
I work with K–12 districts and higher education organizations to identify high-risk accessibility issues on websites and documents, explain them in plain language, and recommend realistic next steps. My background in public education, instructional design, and higher education accessibility helps me bridge the gap between technical standards and day-to-day workflows.
Accessibility Reviews
Focused, flat-fee reviews of websites and documents with clear findings and practical recommendations
Workshops & Training
Short, plain-language sessions for educators, staff, and administrators on accessibility basics and responsibilities
A Note on Accessibility, Civil Rights, and Legal Responsibility
Public institutions have legal obligations under Title II to make digital content accessible to all community members. Beyond legal compliance, accessibility is a critical civil rights issue that helps to ensure equal access to information and services for people with disabilities. With key compliance deadlines approaching in 2026 and 2027, the time to act is now.
Much of the risk I encounter stems from common, fixable issues. This is not from a lack of effort but from uncertainty about where to start. Addressing these issues not only reduces legal risk but also improves the user experience for everyone.For a clear overview of these deadlines and what they mean for your organization, check out this Title II Regulation Update Fact Sheet.
I work at the intersection of digital accessibility, civil rights, and education policy, helping K12 districts and higher education institutions build systems that make access real.
As Director of Digital Accessibility at the University of Illinois Springfield, I lead campuswide strategy to advance accessible, equitable, and user-centered digital experiences for students, faculty, and staff.
My background spans public education, instructional design, and higher education accessibility leadership. I focus on practical, systemic change: reducing harm, sharing responsibility, and building institutional capacity so accessibility is embedded in everyday practice, not treated as a one-time fix.
I partner with schools and public institutions to approach accessibility not only as compliance, but as equity, public responsibility, and inclusive design.
I’m especially interested in collaborative projects that connect academic, policy, and community perspectives to strengthen accessibility in the public sphere.
- K–12 school districts
- Colleges and universities
- Education nonprofits and programs
- Teams without dedicated accessibility staff
- Identify high-risk accessibility issues in public-facing content
- Prioritize fixes that reduce risk and improve access
- Build confidence around accessibility responsibilities
- Move forward without overwhelming staff
I bring a strong background in public education and instructional design, combined with extensive experience in higher education accessibility and policy. My approach prioritizes clarity, practicality, and sustainability, ensuring that recommendations are easy to understand and implement over the long term. Unlike some consultants, I don’t sell tools or push platforms; I focus solely on helping your team reduce accessibility risk and build confidence in accessible practices.
- Plain-language explanations
- Realistic recommendations
- Respect for limited time and capacity
- Clear boundaries — no compliance theater
Digital Accessibility Toolkit for K12 Districts. A ready-to-use toolkit with frameworks, planning guides, and implementation supports to help districts and higher education institutions build sustainable accessibility practice. Access the toolkit.
“Changing Accessibility Culture Through a Student Digital Accessibility Remediation Team.” A practical chapter on how schools and institutions can structure accessibility leadership, define roles, and create shared accountability across departments. Read the chapter. (Accessible version forthcoming.)
carey applegate, phd, cpacc 