This module on legal obligations helped me better understand the transition students experience when moving from K–12 education under IDEA to postsecondary online learning governed by ADA and Section 504. One of the most important takeaways for me is that responsibility shifts significantly—from schools identifying and supporting students through IEPs to students needing to self-identify and request accommodations in college. That shift can create barriers, especially for students with hidden disabilities.
I also learned that accessibility in online learning is not optional—it is a legal and ethical responsibility. Institutions must ensure equal access to all programs, provide reasonable accommodations, and maintain accessible digital environments. As instructors, we are responsible for implementing approved accommodations, maintaining confidentiality, and ensuring that our course design does not unintentionally create barriers.
What stood out most to me is the idea that accessibility should be built in from the beginning, not added later. I now see it as part of course quality and safety—similar to standards we follow in fields like healthcare. Moving forward, I plan to apply this by designing my courses with accessibility in mind from day one. This includes providing captions and transcripts for multimedia, using clear headings and alt text, ensuring materials are screen-reader friendly, and offering multiple ways for students to engage with content and demonstrate learning.
I also intend to maintain close communication with the Office of Disability Services rather than trying to manage accommodations on my own. Additionally, I will monitor accessibility throughout the course by checking that links work, captions function properly, and instructions remain clear and consistent. Offering flexible options, such as asynchronous alternatives to live sessions and breaking large assignments into smaller milestones, will also help support diverse learners.
Overall, this module reinforced that inclusive design benefits all students—not just those who request accommodations—and that being proactive is key to meeting both legal requirements and student needs.
