What to Look for in an Accessible Online University as a Student with a Disability

Online education can make higher education more accessible to students who face barriers related to commuting, campus facilities, or fixed classroom schedules. The ability to study remotely and access course materials online can offer greater flexibility. However, studying online does not automatically mean that a university or its courses are accessible.

For students with disabilities, the accessibility of a learning platform, course materials, assessments, and student support services can have a significant impact on the college experience. A platform that does not work with a screen reader, videos without captions, or an accommodation process that is difficult to navigate can create barriers even in an otherwise flexible program.

Choosing an accessible online university therefore involves looking beyond whether a degree can be completed remotely. It means understanding how an institution accommodates different learning needs and whether its academic environment, technology, and support services allow students to participate meaningfully.

Here are five important areas to consider when evaluating an online university as a student with a disability.

Are the Online Courses and Learning Materials Accessible?

Course accessibility should be one of the first things prospective students investigate. Online courses often rely on digital textbooks, PDF documents, presentations, recorded lectures, discussion forums, and interactive activities. These materials need to be usable by students with different disabilities.

For example, a student with a visual impairment may rely on a screen reader to access written content. A student who is deaf or hard of hearing may need captions or transcripts to follow recorded lectures. Students with certain learning disabilities may benefit from clearly structured content, readable layouts, and alternative ways to engage with information.

When reviewing an online university, look for:

• Screen-reader-compatible content: Digital documents, course pages, and learning platforms should be structured so that screen readers can interpret headings, links, images, and other important information.
• Captions and transcripts: Recorded lectures and instructional videos should include accurate captions, with transcripts available where appropriate.
• Accessible documents: Course readings and assignments should be available in formats that assistive technologies can interpret, rather than relying exclusively on scanned documents or images of text.
• Clear navigation: Course pages should use logical headings, descriptive links, consistent layouts, and clearly labelled controls.
• Readable visual design: Text should have sufficient contrast against backgrounds, and students should be able to enlarge text without losing access to important content.
• Accessible assessments: Quizzes, examinations, and other assignments should be designed so that students can access and complete them using appropriate assistive technologies or approved accommodations.

One useful reference when assessing digital accessibility is the Web Content Accessibility Guidelines (WCAG) 2.2, developed by the World Wide Web Consortium (W3C). These guidelines address areas such as perceivability, operability, understandability, and compatibility with assistive technologies.

A university does not need to advertise every technical detail on its website for prospective students to ask about them. If accessibility information is limited, contact the institution and ask how its course materials and learning platform accommodate different needs.

Is the Learning Platform Compatible with Assistive Technology?

Assistive technology helps people access digital information and interact with computers in ways that suit their needs. For students with disabilities, compatibility between these tools and a university’s learning platform can be essential.

Depending on individual requirements, students may use:

• Screen readers: Software that reads on-screen text and interface elements aloud or through a Braille display.
• Screen magnification tools: Applications that enlarge text, images, and other interface elements.
• Speech-to-text software: Tools that convert spoken words into written text, which can support students who have difficulty typing.
• Text-to-speech tools: Applications that read digital text aloud.
• Alternative input devices: Specialized keyboards, switches, or voice-control tools that provide alternatives to conventional mouse and keyboard use.
• Captioning and transcription tools: Features that make spoken content more accessible to students who are deaf or hard of hearing.

However, having access to assistive technology is only part of the picture. The university’s learning platform and digital materials must also work with the tools students use.

Before enrolling, consider asking:

• Does the learning platform support commonly used screen readers and keyboard navigation?
• Can students enlarge text and adjust display settings without losing access to course content?
• Are videos and live sessions accessible through captions or transcripts?
• Can assignments and examinations be completed using relevant assistive technologies?
• Are there known compatibility limitations with particular devices, browsers, or software?

If possible, request a demonstration or trial of the learning platform before committing to a program. Testing the platform with the assistive technology you rely on can reveal practical barriers that a general accessibility statement may not address.

Does the Online University Offer Flexibility That Supports Different Needs?

Flexibility is often one of the main reasons students choose online education. For students with disabilities, it can be particularly valuable when managing fluctuating energy levels, medical appointments, fatigue, mobility-related challenges, or other disability-related needs.

However, flexibility means more than being able to study from home. It also involves understanding how a program is structured and how students can manage their academic responsibilities.

Consider the following:

Course schedules and deadlines: Find out whether coursework follows a fixed timetable or offers opportunities to work through materials at different times. Ask how deadlines are handled when a disability-related circumstance affects a student’s ability to complete an assignment.

Assessment arrangements: Check whether the institution has a process for requesting adjustments to examination time, assessment formats, or other academic requirements where appropriate.

Course load: Ask whether students can take fewer courses at a time or adjust their study plans when necessary. This may be particularly relevant for students managing health-related or disability-related needs.

Attendance and participation: Understand how participation requirements work, especially if a course includes live sessions, group work, or time-sensitive activities. Ask whether alternative arrangements may be considered when a disability creates a barrier.

Access to course materials: Find out whether students can revisit readings, recorded lectures, and other learning resources when needed, and whether materials remain available in accessible formats.

Not every online university offers the same level of scheduling flexibility, and an asynchronous course is not automatically accessible. Students should examine the actual academic requirements and ask how disability-related adjustments are handled.

Does the University Have a Clear Disability Services and Accommodation Process?

An accessible online university should have a clear process for students who need disability-related academic accommodations. This process should explain whom to contact, what information or documentation may be required, how requests are reviewed, and how approved accommodations are implemented.

Depending on the student’s individual needs and institutional policies, reasonable academic accommodations may include:

• Additional time for examinations or timed assessments.
• Accessible formats for course materials.
• Captioning, transcripts, or other communication support.
• Assistive technology or compatible digital tools.
• Adjustments to certain participation or assessment arrangements.
• Other individualized academic adjustments.

These are examples rather than a standard package of services. Accommodations are determined on an individual basis, taking into account the student’s needs and the essential requirements of the academic program.

Before enrolling, investigate whether the university has:

• A published disability or accessibility policy.
• A designated disability services office, committee, or staff contact.
• Clear instructions for submitting accommodation requests.
• Information about documentation requirements.
• A defined process and timeline for reviewing requests.
• A procedure for addressing concerns if an approved accommodation is not implemented.
• Information about how disability-related records are kept confidential.

It is also important to understand that accommodation procedures and legal protections differ between countries. In the United States, for example, Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act establish obligations for covered postsecondary institutions to provide appropriate academic adjustments and ensure equal access. Students should check the laws and institutional policies applicable to the country where their university operates.

What Student Support Services Are Available?

Academic accommodations are important, but students may also need support with other aspects of college life. A university’s student services can help students understand academic requirements, resolve technical problems, and stay connected with instructors and peers.

When comparing online universities, consider whether they provide access to:

Academic advising: Advisors can help students understand degree requirements, plan courses, and identify appropriate academic resources.

Technical support: Students may need assistance accessing the learning platform, resolving compatibility issues, or using digital tools.

Faculty communication: Instructors should have clear channels through which students can ask questions, explain accessibility barriers, and discuss course requirements.

Counseling and well-being resources: Where available, these services may help students manage stress and other challenges associated with higher education.

Peer communities: Student groups, discussion forums, and online communities can provide opportunities to connect with classmates, exchange experiences, and build a sense of belonging.

Accessibility support: Students should be able to identify who is responsible for reviewing accommodation requests and addressing accessibility concerns.

The availability of these services varies by institution. Prospective students should check which services are offered online, how they can be accessed, and whether any limitations apply.

How to Evaluate an Online University’s Accessibility Before Enrolling

Reading an institution’s accessibility policy is a good starting point, but prospective students should also ask specific questions about their own requirements.

For example, a student who uses a screen reader may want to test the learning platform and request sample course materials. Someone who is deaf or hard of hearing may want to confirm whether instructional videos are captioned and how live sessions are handled. A student who experiences fatigue may want to understand course deadlines, assessment schedules, and the process for requesting adjustments.

The most important consideration is whether the university can explain how it will address the accessibility needs relevant to your learning. General statements about inclusion are useful, but clear policies, practical information, and responsive support provide a better basis for making an informed decision.

How Does University of the People Support Students with Disabilities?

At University of the People, fostering an inclusive learning environment includes providing reasonable accommodations to qualified students with disabilities.

Students who may need academic accommodations can access support through a defined process. Prospective students can speak with an Admissions Advisor to learn more about the available options. Once accepted, students can submit a Disability Accommodation application through their Program Advisor. Each request is reviewed by the University’s Disability Services Committee.

After receiving a completed application and the required supporting documentation, the Office of Student Services provides written notification of the accommodations offered or denied within two weeks. Student records relating to these requests are treated confidentially.

More information about eligibility and the application process is available in UoPeople’s Disability Policy and the 2026/27 Undergraduate Catalog.

Choosing an Online University Where You Can Participate Fully

Choosing an online university is about more than finding a program that fits your academic interests and career goals. It is also about finding a learning environment where you can access course materials, participate in academic activities, and obtain appropriate support.

For students with disabilities, reviewing accessibility features and accommodation procedures before enrolling can help prevent avoidable barriers later. Asking specific questions, testing relevant technology, and understanding the institution’s support structure are practical steps toward making an informed decision.

An accessible university should not simply offer students a way to study remotely. It should work to ensure that its digital learning environment, academic processes, and support services enable qualified students with disabilities to participate meaningfully in higher education.