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Review accessibility before adopting learning technology
Connect vendor evidence to learner tasks, educator workflows, acceptance, and renewal.
Starter draft for review. Use as a conversation or planning aid.
Define the real purchase
Identify the product version, modules, learning content, configuration, integrations, devices, and critical tasks. Include library platforms, digital textbooks, assessment and proctoring products, classroom tools, and learning management systems as relevant.
Ask for evidence you can use
- Request a current Accessibility Conformance Report (ACR), its evaluation methods, tested scope, and known limitations.
- Check that the report covers the version and features being purchased. Read the remarks alongside each conformance claim and identify missing or contradictory information.
- Ask for demonstrations and qualified review of essential tasks in the intended configuration. Include learner, educator, and administrator workflows where needed.
- Record the effect of known barriers, the vendor's remediation commitments, accountable contacts, and dates.
- Agree acceptance evidence, accessible support arrangements, and review triggers with authorized procurement and accessibility leads.
Make the decision reviewable
Record product; intended use; standards required by institutional policy; evidence reviewed; critical task gaps; unresolved questions; decision authority; delivery commitments; acceptance owner; renewal date. An ACR is evidence to examine, not a guarantee of product accessibility.
Include tools selected outside central IT
Provide a clear route for faculty, teachers, library staff, and departments to obtain help before adopting a new tool. Make the review proportionate to the planned use and its impact. Carry vendor commitments into ongoing ownership rather than leaving them in the purchasing file.
ACLT connection: leadership expectations reach the everyday choices that shape the learning environment.