Content analysis reveals limited asynchronous technology accessibility training for K-12 educators, highlighting critical gaps ahead of federal compliance deadlines.
Accessibility is imperative to providing disabled students a free and appropriate technology-mediated public K-12 education. But according to the literature, teachers often lack the requisite knowledge to ensure the technologies they use are accessible. So, we conducted a study to understand what, if any, asynchronous professional development about technology accessibility was available to teachers and other K-12 professionals. The findings indicate that of the free technology accessibility professional development materials in the sample (a) fewer than 20% are designed for teachers, (b) most provide limited information, and (c) fewer than 9% specifically address science, technology, engineering, and mathematics (STEM) subjects. These findings are particularly concerning given the fast-approaching 2027 compliance deadline for the Americans with Disabilities Act Title II Web and Mobile App Accessibility regulations that schools must meet. We call for more free, comprehensive professional development tailored to teachers, with particular attention to STEM education.
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Syifa et al. (2026) studied this question.
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