Beyond Compliance: Reframing Accessibility as Pedagogical Practice

Abstract

This editorial argues that accessibility in higher education must move beyond compliance toward a culture of inclusive pedagogy. Title II of the Americans with Disabilities Act (ADA) requires public institutions like SUNY to ensure equitable access for individuals with disabilities. Yet, compliance is too often treated as a technical or legal obligation rather than an integral part of teaching and learning. Faculty - those most responsible for enacting accessibility - frequently face barriers such as limited time, training, and institutional support. Without systemic investment, accessibility risks becoming a burdensome checklist rather than a transformative practice. The authors call for a reframing of accessibility as foundational to good teaching: emphasizing clarity, flexibility, and inclusive design that benefits all learners. Achieving this vision requires sustained institutional commitment and recognition of accessibility as core academic labor. When approached as a shared pedagogical responsibility, accessibility strengthens learning, equity, and SUNY’s public mission.