WCAG 2.1 Level AA is the technical standard required by the DOJ's 2024 ADA Title II final rule. This checklist covers the criteria K-12 districts need to evaluate when reviewing a vendor's VPAT or assessing an edtech tool directly. Each item includes a plain-English explanation and a K-12-specific example of what compliance looks like in practice.
How to use this checklist: Use it alongside a vendor's VPAT — for each criterion, verify whether the vendor claims "Supports," "Partially Supports," or "Does Not Support." Check items off as you review. Use the filter tabs to focus on one principle at a time.
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All (38)
Perceivable (13)
Operable (12)
Understandable (8)
Robust (5)
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1.1.1 · Non-text Content · Level A
All images, icons, and graphics have text alternatives
Every non-text element has a text alternative that serves the equivalent purpose, or is marked as decorative.
K-12 example: Student avatar images in ClassDojo have descriptive alt text or are marked decorative (role="presentation") so screen reader users aren't read meaningless filenames.
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1.2.1 · Audio-only and Video-only (Prerecorded) · Level A
Prerecorded audio and silent video have text alternatives
Audio-only content has a transcript. Silent video has a text description of the visual content.
K-12 example: A prerecorded read-aloud on ReadWorks provides a transcript for students who are deaf or hard of hearing.
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1.2.2 · Captions (Prerecorded) · Level A
All prerecorded videos have synchronized captions
Captions must be synchronized with the audio, not just a transcript link. Auto-generated captions alone do not satisfy this criterion unless they are accurate.
K-12 example: BrainPOP video content includes accurate closed captions synchronized with the narration, not just auto-generated YouTube captions with errors.
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1.2.3 · Audio Description or Media Alternative (Prerecorded) · Level A
Prerecorded video has audio description or full text alternative
Video content where the visuals convey information that isn't in the audio track must have an audio description track or a text alternative.
K-12 example: A Discovery Education video demonstrating a science experiment narrates what's happening visually so students with visual impairments can follow along.
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1.2.4 · Captions (Live) · Level AA
Live audio/video content has real-time captions
Live video, webinars, and real-time audio must have captions provided in real time.
K-12 example: A live Zoom for Education class meeting provides real-time captions for students with hearing impairments, not just a post-event transcript.
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1.2.5 · Audio Description (Prerecorded) · Level AA
Prerecorded video has an audio description track
When a video has synchronized visual information not conveyed by the audio, a separate audio description track must be available.
K-12 example: Khan Academy instructional videos provide an audio description track where the instructor refers to visual content on the whiteboard.
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1.3.1 · Info and Relationships · Level A
Structure and relationships are programmatically determinable
Visual structure (headings, lists, tables, form labels) is conveyed in the HTML so assistive technologies can understand the relationships between content elements.
K-12 example: An Edulastic assessment uses proper <label> elements for all form inputs, so a screen reader user knows which answer option corresponds to which question.
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1.3.2 · Meaningful Sequence · Level A
Reading order is logical when CSS is removed
When content is read in the order it appears in the DOM (as a screen reader reads it), the sequence makes sense and doesn't change the meaning.
K-12 example: A Padlet board doesn't rely on visual positioning to convey which sticky note is a response to which — the DOM order or ARIA labels make the relationships clear.
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1.3.3 · Sensory Characteristics · Level A
Instructions don't rely on shape, color, size, or position alone
Instructions like "click the green button" or "see the box on the right" fail students who can't see color or spatial layout.
K-12 example: A Nearpod activity that says "select the red answer choice" also identifies the answer by text label, not color alone.
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1.4.1 · Use of Color · Level A
Color is not the only means of conveying information
Color can supplement information but cannot be the only differentiator — errors, status indicators, and chart data must also use text labels, patterns, or icons.
K-12 example: IXL's correct/incorrect feedback uses both color AND a text label or icon, not just a red/green color change, so colorblind students can identify results.
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1.4.3 · Contrast (Minimum) · Level AA ⚠ Commonly failed
Text has a contrast ratio of at least 4.5:1
Normal text must have 4.5:1 contrast against its background. Large text (18pt or 14pt bold) requires 3:1. This is one of the most commonly failed criteria in edtech.
K-12 example: A Quizlet flashcard with light gray text on a white background fails this criterion — a student with low vision reading on an older monitor in a bright classroom cannot read the content.
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1.4.4 · Resize Text · Level AA
Text can be resized to 200% without loss of content or function
When a user increases text size to 200% via browser settings, content remains readable and functional without requiring horizontal scrolling or content truncation.
K-12 example: A student with low vision using 200% zoom on a CommonLit reading assignment can still navigate the text and answer questions without content being cut off.
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1.4.5 · Images of Text · Level AA
Text is rendered as real text, not images of text
Reading content, labels, and instructions should use actual HTML text so users can resize, recolor, and use assistive tools on it — not images of text that degrade when resized.
K-12 example: A ReadWorks passage is actual HTML text, not a scanned image, so students using text-to-speech software can have it read aloud.
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2.1.1 · Keyboard · Level A ⚠ Commonly failed
All functionality is operable via keyboard alone
Every feature — including menus, drag-and-drop, interactive content, and form controls — must be accessible without a mouse.
K-12 example: A student with a motor disability completing a Formative assignment uses only the Tab and Enter keys — every question type is navigable and submittable without a mouse.
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2.1.2 · No Keyboard Trap · Level A ⚠ Critical failure
Keyboard focus is never trapped inside a component
If a user navigates into a component with the keyboard, they can always navigate out using standard keys (Tab, Escape). Modals and embedded iframes are common trap sites.
K-12 example: A Nearpod interactive slide embedded in Canvas doesn't trap keyboard focus — pressing Escape or Tab exits the embedded content and returns focus to the LMS.
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2.1.4 · Character Key Shortcuts · Level A (WCAG 2.1 new)
Single-key shortcuts can be turned off or remapped
If the tool uses keyboard shortcuts triggered by a single character key, users can turn them off or reassign them to avoid conflicts with assistive technology.
K-12 example: A student using voice control software doesn't accidentally trigger Kahoot answer shortcuts when dictating responses.
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2.2.1 · Timing Adjustable · Level A
Time limits can be turned off, adjusted, or extended
If content has a time limit, users must be able to turn it off, extend it, or be warned before it expires with enough time to respond.
K-12 example: Kahoot's timed questions must have a mechanism for teachers or accessibility accommodations to extend or disable time limits for students with processing disabilities.
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2.2.2 · Pause, Stop, Hide · Level A
Moving or auto-updating content can be paused or stopped
Animations, scrolling content, and auto-refreshing feeds must include a pause, stop, or hide control. This is critical for students with attention or vestibular disorders.
K-12 example: An animated Seesaw activity has a pause button so a student with vestibular sensitivity or ADHD can stop the motion without losing their place.
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2.3.1 · Three Flashes or Below Threshold · Level A
No content flashes more than three times per second
Flashing content above this threshold can trigger photosensitive seizures. This applies to animations, video, and interactive effects.
K-12 example: A Prodigy game's combat animation doesn't include rapid flashing sequences that could trigger seizures in students with photosensitive epilepsy.
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2.4.1 · Bypass Blocks · Level A
Users can skip repetitive navigation blocks
A skip navigation link or landmark structure allows keyboard and screen reader users to skip past repeated menus and headers directly to main content.
K-12 example: A Canvas course page has a "Skip to main content" link so a student using a screen reader doesn't have to tab through 30 navigation items every time they load the page.
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2.4.2 · Page Titled · Level A
Every page has a descriptive, unique title
Page titles appear in browser tabs and are announced by screen readers — they must describe the page's topic or purpose.
K-12 example: Each Schoology course page has a unique title (e.g., "7th Grade Science — Unit 3: Ecosystems") so students using multiple tabs can identify each without reading every page.
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2.4.3 · Focus Order · Level A
Keyboard focus order is logical and meaningful
Tab order follows the visual or logical sequence of the page — not a random or disconnected order that confuses the meaning of the content.
K-12 example: A Google Classroom assignment form moves keyboard focus from title → instructions → attachments → submit button in the order a student would naturally complete it.
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2.4.4 · Link Purpose (In Context) · Level A
Link text describes the link's purpose
Links must have descriptive text. "Click here" and "Read more" fail this criterion — screen reader users navigating by links can't tell where they go.
K-12 example: A Newsela article list uses "Read: Should Schools Start Later?" as link text, not "Click here" for every article.
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2.4.5 · Multiple Ways · Level AA
There is more than one way to find content
A site with multiple pages must offer multiple navigation methods — search, site map, or table of contents — not just sequential navigation.
K-12 example: Schoology's course materials have both a menu navigation and a search function so students can find assignments multiple ways.
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2.4.6 · Headings and Labels · Level AA
Headings and form labels are descriptive
Where headings and labels are used, they accurately describe the content or purpose of the section or form field.
K-12 example: An Edulastic quiz uses clear question headings ("Question 3 of 10: Reading Comprehension") not just "Q3" so screen reader users understand context.
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2.4.7 · Focus Visible · Level AA ⚠ Commonly failed
Keyboard focus indicator is always visible
There must be a visible indicator (outline, highlight, underline) showing which element currently has keyboard focus. Many tools suppress the browser's default focus ring with CSS.
K-12 example: When a student using keyboard navigation tabs through a Kahoot game lobby, a visible focus ring shows which button is currently selected.
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3.1.1 · Language of Page · Level A
The default language of each page is identified in the HTML
The lang attribute on the <html> tag tells screen readers which language rules to apply for pronunciation.
K-12 example: A Duolingo for Schools Spanish lesson page has lang="es" on Spanish content blocks so a screen reader pronounces the text correctly, not reading Spanish with English phonetics.
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3.1.2 · Language of Parts · Level AA
Language changes within a page are programmatically marked
When a passage uses a different language than the page default, that change is identified with a lang attribute.
K-12 example: A bilingual Newsela article that switches between English and Spanish marks the language of each paragraph so a screen reader switches pronunciation rules accordingly.
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3.2.1 · On Focus · Level A
Receiving focus doesn't automatically trigger a context change
Tabbing to a form field, button, or link should not automatically submit a form, open a dialog, or navigate away from the page.
K-12 example: Tabbing to a Google Classroom dropdown menu does not automatically select an assignment category — the student must press Enter to activate the selection.
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3.2.2 · On Input · Level A
Changing a setting doesn't automatically submit a form
Selecting a radio button or checkbox should not submit the form or navigate away without warning — unless the user is explicitly informed beforehand.
K-12 example: Selecting an answer on a Formative multiple-choice question doesn't immediately auto-submit — the student must confirm their answer with a submit button.
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3.2.3 · Consistent Navigation · Level AA
Navigation is consistent across pages
Navigation menus that appear on multiple pages occur in the same relative order across those pages, reducing cognitive load for students with learning disabilities.
K-12 example: Every Seesaw class page has the assignment button in the same location so students with cognitive disabilities don't have to relearn the layout for each class.
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3.2.4 · Consistent Identification · Level AA
Components with the same function are identified consistently
A search field, submit button, or navigation element that appears on multiple pages uses the same name, label, or icon on every page.
K-12 example: The "Turn In" button in Google Classroom is always labeled "Turn In" — not "Submit" on one assignment and "Hand In" on another.
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3.3.1 · Error Identification · Level A
Input errors are identified and described in text
When a form submission fails validation, the error is described in text — not just indicated with a red border or icon alone.
K-12 example: When a student submits an incomplete Edulastic assignment, the error message says "Question 4 requires a response" — not just turns the field red.
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3.3.2 · Labels or Instructions · Level A
Form fields have labels or instructions
Every input field has a label or clear instruction that tells the user what to enter. Placeholder text alone does not meet this criterion.
K-12 example: A Remind account creation form labels each field ("School Email Address," "Grade Level") — not just placeholder text that disappears when the student starts typing.
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4.1.1 · Parsing · Level A
HTML is well-formed and has no parsing errors
The HTML source code has no duplicate IDs, unclosed tags, or other structural errors that could confuse assistive technologies.
K-12 example: A Pear Deck slide's HTML doesn't have duplicate element IDs that cause a screen reader to skip or misread interactive elements.
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4.1.2 · Name, Role, Value · Level A ⚠ Commonly failed
UI components have accessible name, role, and state
Every interactive element (button, dropdown, toggle, tab) has a programmatic name, role, and state that screen readers can convey to users. Custom controls built with divs instead of native HTML elements commonly fail this criterion.
K-12 example: A ClassDojo behavior point button uses proper ARIA attributes (aria-label="Add point for Marcus", role="button") so a screen reader user knows exactly what the button does and who it affects.
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4.1.3 · Status Messages · Level AA (WCAG 2.1 new)
Status messages are programmatically communicated without focus
When a status update appears (e.g., "Assignment submitted," "3 questions remaining") without moving focus, that message is conveyed to screen readers via ARIA live regions.
K-12 example: When a Formative student submits an answer, a "Submitted!" status message is announced to screen readers via aria-live="polite" even though focus didn't move.
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1.4.10 · Reflow · Level AA (WCAG 2.1 new)
Content reflows at 400% zoom without horizontal scrolling
When a user zooms to 400% on a 1280px-wide viewport, content reflows to a single column without requiring both horizontal and vertical scrolling.
K-12 example: A student using a tablet on low vision settings can zoom Google Classroom to 400% and still read the full assignment description by scrolling vertically only.
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1.4.11 · Non-text Contrast · Level AA (WCAG 2.1 new)
UI components and graphical objects have 3:1 contrast
Interface components (button borders, focus rings, form field outlines) and meaningful graphics (chart lines, icons) have at least 3:1 contrast against adjacent colors.
K-12 example: The checkbox borders on a Quizlet matching activity have sufficient contrast against the card background so students with low vision can see where to click.
How to use this with a VPAT
For each criterion above, check whether the vendor's VPAT says "Supports," "Partially Supports," or "Does Not Support." Focus especially on criteria marked ⚠ — these are where edtech tools most commonly fail. Any "Does Not Support" entry on a criterion used in your educational program needs a documented accessible alternative.
Frequently Asked Questions
What is WCAG 2.1 AA?
WCAG 2.1 AA (Web Content Accessibility Guidelines, version 2.1, Level AA) is the technical standard required by the DOJ's 2024 ADA Title II final rule for K-12 school districts. It's organized around four principles — Perceivable, Operable, Understandable, Robust — and Level AA represents a comprehensive accessibility baseline appropriate for educational environments.
Does WCAG 2.1 AA apply to K-12 schools?
Yes. The DOJ's 2024 final rule specifically requires public school districts to ensure their web-based tools and digital content conform to WCAG 2.1 AA. The compliance deadline for large districts (50,000+ residents) was April 24, 2026; smaller districts have until April 26, 2027.
How do I use a WCAG checklist for edtech procurement?
Use this checklist alongside a vendor's VPAT. For each criterion, verify whether the vendor claims "Supports," "Partially Supports," or "Does Not Support." Pay special attention to the ⚠ commonly-failed criteria: color contrast (1.4.3), keyboard navigation (2.1.1), no keyboard trap (2.1.2), and screen reader compatibility (4.1.2). Any "Does Not Support" on a student-facing criterion needs a documented accessible alternative in your compliance file.
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