Two blind graduate students allege that West Virginia University failed to provide accessible learning materials for an online Master’s in Social Work program, according to a report highlighting the limits of some course content formats. Miranda Lacy and Harold Rogers say course modules and readings were not compatible with screen readers, leaving them unable to access required materials in a way that supports equitable participation. Their claims connect to a broader accessibility enforcement environment for higher education digital content. The reporting notes that accessibility barriers can include documents that cannot be read aloud by assistive technology, which affects academic access and program completion. Their case is now positioned to benefit from a new regulatory pathway intended to strengthen accessibility obligations for education content. For institutions, the issue is a practical compliance and student success concern, especially as online learning continues to expand and digital coursework becomes central to instruction delivery.