Key takeaways
- Web standards create a more inclusive digital environment, enabling all users to complete tasks effectively – regardless of ability or context
- WCAG 2.1 and 2.2 expand support for cognitive, motor, and mobile users, reflecting real-world usage patterns
- Accessibility improvements often enhance usability for everyone, especially in high-stress or mobile scenarios
Web accessibility standards are often seen as accommodations for people who are disabled, but in actuality, they benefit everyone. These standards exist so that people can use the web regardless of their disability or situation. Over time, the Web Content Accessibility Guidelines (WCAG) have continued to evolve to reflect how people actually use the web today. Since WCAG 2.1, additional success criteria have been added in WCAG 2.2, with WCAG 3.0 on the horizon—signaling a shift toward more holistic, user-centered accessibility outcomes. To illustrate some of these new guidelines, meet Henry.
Henry is a student preparing for registration. He has a two-hour commute to and from campus, and he takes the bus and subway to get to school. Henry is on the bus when he sees a notification on his phone:
Your registration period opens today at 8:15 a.m.
A wave of panic passes over Henry as he looks at his watch: 8:11 a.m. With another hour left of his commute, he realizes that in order to get the classes he needs, he will have to register using his mobile device. Though he is relieved to have the option, he is anxious. Even though he has planned out a schedule with his advisor, he will be fighting thousands of other students for a few key classes. His speed and accuracy will be critical to his success.
Henry unlocks his phone, navigates to his university registration system, and tries to sign in as the bus hits a pothole. He types the letters as best as he can. If I were sitting at my laptop in the library, I would be done by now, he thinks. On his laptop, he could easily register for his planned schedule, but on the bus, it is a delicate operation.
Fifteen stressful, bumpy minutes pass, and he believes he is ready to checkout. He submits his registration, hoping no errors were created in haste. The application gives him a relieving message:
Registration for Fall 2025 was successful.
Although Henry does not have a permanent disability, he could benefit from updated web accessibility standards such as those in WCAG 2.2. With WCAG 2.2, minimum target sizes are no longer a “nice to have” at the highest conformance level—they are an expected baseline, reducing frustration for users navigating interfaces in motion or under pressure.
At Ellucian, we have long recognized the need to consider all users, at all touchpoints, with our software. The new standards echo this philosophy and provide a structure to make it easier to execute.
Evolving accessibility standards
Accessibility guidelines were first introduced in 2008. At that time, most mobile phones had flip-out keyboards and multi-touch interfaces were in their infancy. Amazon had just released their first e-reader and tablets were not yet ubiquitous.
The landscape has changed dramatically since then. Students consider their mobile phones their primary device, demanding anything that can be done on a desktop be available on a mobile phone. Faculty and staff are virtually meeting with students, and social media has changed expectations of connectivity in higher ed. The way we consume and interact with content has evolved, bringing new accessibility considerations.
In 2018, WCAG 2.1 was released, providing a much-needed update. In 2023, WCAG 2.2 was released, further strengthening requirements around focus visibility, authentication, error prevention, and pointer targets. These changes reflect growing awareness that accessibility barriers are often caused by cognitive load, time pressure, and inconsistent interaction patterns—not just sensory impairments. Many Ellucian products are on track to be WCAG 2.2 compliant in 2026.
WCAG 2.1 provides a stronger level of accessibility for people with permanent and temporary disabilities, and in situations that can simulate a disability, such as:
Motor and speech disabilities
- Users with tremors
- Users needing assistive pointing devices
- Users with devices that are mounted (fixed and fluid)
- Users needing to use Augmented and Alternative Communication (AAC) as input
- Users with repetitive stress injuries from switching between different input types
Cognitive and learning differences, including situations that impact attention, memory, or processing speed
- Users under pressure
- Users multitasking or switching contexts
- Users navigating complex systems for the first time
Vision disabilities
- Users with low vision
- Users needing screen magnification
People with temporary disabilities or in situations that can simulate a disability also benefit from accessibility considerations. Here are some of the improvements from WCAG 2.1 along with sample permanent and temporary disabilities:
| WCAG guideline | Who benefits? (permanent disability) | Who benefits? (temporary disability) |
|---|---|---|
| 2.4.11 Focus Appearance | People with low vision or motor disabilities who rely on keyboard, switch, or assistive input need a clearly visible focus indicator to track their position on the page. | People navigating with a keyboard or alternative input on a mobile device (e.g., due to motion, glare, or limited dexterity) need to quickly see where focus is while completing tasks under stress. |
| 2.4.12 Focus Not Obscured | People with motor disabilities or low vision may be unable to interact with elements if focus is hidden behind sticky headers, dialogs, or overlays. | People navigating quickly on small screens may lose confidence or make errors when focused elements are partially covered by banners or modals during time-sensitive actions. |
| 3.3.7 Redundant Entry | People with cognitive or memory impairments may struggle to re-enter information accurately across multiple steps in a process. | People completing tasks in distracting or mobile environments benefit when previously entered information is reused, reducing errors and time pressure. |
| 3.3.8 Accessible Authentication | People with cognitive disabilities, dyslexia, or memory impairments may be unable to complete authentication methods that rely on memorization, transcription, or time-limited puzzles. | People authenticating on the go may have difficulty switching apps, copying codes, or remembering passwords while multitasking or in motion. |
In addition to ensuring these standards are addressed, Ellucian is working to include more users with disabilities in the process of design, development, and deployment of our software. We encourage any users with disabilities or those using assistive technology to join Development Partner Groups (DPG’s) and offer your perspective. As designs evolve, we will continue to communicate with users who need accommodations, and those using assistive technology.
By continuously improving and continually engaging in research-informed accessibility feedback, we can help Henry and other students get their tasks done with comfort and ease, regardless of their disability or situation. Solving problems with an empathetic mindset helps us to meet regulatory requirements and deliver more usable, humane digital experiences.
Looking ahead
As accessibility standards continue to evolve toward outcomes-based models like WCAG 3.0, the focus shifts from checking boxes to understanding real user needs. Stories like Henry’s remind us that accessibility is not a niche concern — it’s about designing systems that work when users are distracted, stressed, mobile, or simply human.
