Compliance
WCAG provides the technical standards that ensure content is perceivable, operable, understandable, and robust for all users.
Our Commitment to Accessibility in Education
Dedicated to Creating Accessible Experiences
Accessibility is an intentional part of how we design our curriculum, assessment, and instructional tools so students can meaningfully engage with grade-level learning. From the earliest stages of product development, we're guided by research, pedagogy, and the lived experiences of students and educators—working toward accessibility that's robust, usable, instructionally sound, and responsive to real classroom needs.
Guided by WCAG, UDL, and Pedagogical Considerations
Accessibility expectations and opportunities continue to evolve, and so does our work. We take a systematic, ongoing approach that reflects established standards, innovations in assistive technologies, and the daily experiences of teachers and students.
Web Content Accessibility Guidelines (WCAG), the Universal Design for Learning (UDL) framework, and pedagogical considerations guide our accessibility efforts. These elements help us go beyond technical compliance to design learning experiences that are both accessible and instructionally meaningful.
Accessibility Informed by Three Elements:
Pedagogy
Accessibility supports learning when it's grounded in pedagogy, ensuring accommodations reinforce understanding, not just usability.
Usability
UDL creates flexible ways for every student to access, engage with, and express their understanding of the content.
What Our Customers Say
Accessibility isn't a destination; it's a practice. We're constantly learning, evolving, and partnering across the company and the broader accessibility community to make sure every student can access learning and thrive.
Internal Experts with Lived Experience
Experts with lived experience in the disability community, educators who've taught students with disabilities, and native assistive technology users lead our work and keep usability central to every design decision.
External Review
We collaborate with outside accessibility experts, including the Carl and Ruth Shapiro Family National Center for Accessible Media (NCAM) at GBH, and organizations that provide objective testing, best practices, and feedback that helps us identify opportunities we may not discover on our own.
Thought Partnerships
We also leverage outside experts as thought partners. For instance, we are actively engaged with the American Printing House for the Blind (APH) on an innovative approach to providing students with on-demand tactile graphics for our adaptive assessment.
Guidance from Educators and Students
Accessibility relies on educator input, implementation insights, and student usability testing. Feedback from schools guides program improvements and helps address accessibility needs in real classroom contexts.
What's Coming Next
We'll expand nonvisual and tactile supports, improve usability, strengthen accessibility–pedagogy–assessment alignment, and use educator and student feedback to boost accessibility.
Related Resources
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Get more in-depth information about accessibility at work in our programs.Explore Program Resources