We want as many people as possible to be able to access our learning and other services and we are continually working towards improving their accessibility.
Part of this is looking at what we are already doing, where this can be improved, and what we need to work towards in the future.
Our goal is to work towards meeting the Web Content Accessibility Guidelines (WCAG) 2.1 AA standards wherever this is possible.
Please view details of our web accessibility here.
Access for all
- We are committed to ensuring that all assessments are a fair test of an individual's ability.
- We endeavour to accommodate the needs of learners with a disability or learning difficulty according to individual circumstances, ensuring that they are not disadvantaged in relation to other learners.
- We publish information within our assessment materials on how to apply for reasonable adjustment.
Learning content and design
- We aim to make interactive segments of our learning as accessible as possible or provide accessible alternatives
- We ask our partner organisations to be meeting or working towards meeting WCAG 2.1 AA or equivalent
- Our content can be navigated by keyboard
- We select images that are audience appropriate and diverse
- We use clear, plain and meaningful language and try to avoid jargon wherever possible, and explain it where it is necessary
- We aim for diversity and representation in our writing
- We ensure that content is created by subject matter experts from the jurisdictions and cultures for which they are writing
- We select case studies and provide information relevant to the learner’s location
Help with sight impairments
- Our learning management system has an accessibility tool bar to adjust font size; change font; colour contrast; colour overlay and text to speech
- We try to ensure that our content is screen reader compatible*
- We provide screen reader friendly PDFs to download and print, and can provide braille versions for most of our content on request
- We provide alternative descriptions for images used within most of our content
- We use font types and sizing that are easier to read
- We try to avoid visually distracting colour choices wherever possible
*We create our online learning through a range of tools including Rise 360 and Storyline 360. For details of screen reader compatibility, see the Voluntary Product Accessibility Template® (VPAT®) for Rise and Storyline.
Help with hearing impairments
- Our video content features closed captions and/or subtitles are available through video hosting settings
- Live captioning is available for most of our training events
- We provide transcripts for most of our audio-based content
What we aspire to do
We know some parts of our websites are not yet fully accessible. However, we aspire to tackle these issues, and to make the following changes in 2022/23:
- Meet WCAG 2.1 AA across our product range
- Review and amend our digital product back catalogue to bring it up to standard
- Make accessibility a key consideration throughout our design process
- Review the use of tools used to create learning and ensure that our selection brings a more accessible experience to our learners
- Identify and partner with a digital accessibility service provider to audit our website and microsites, review our content and access to services, address shortcomings and make changes to our approach
- Seek to certify our products as accessibility friendly by a credible third-party organisation
- Provide audio transcripts for all our virtual events
- Listen to our learners with a wider range of disabilities and assistive technology to get their feedback
Reporting accessibility problems with our learning
We’re always looking to improve the accessibility of our learning. If you find any problems or have any suggestions for improvements, then please contact our Learning Support team at: email@example.com
Reasonable Adjustments Policy
ICA is committed to ensuring that all training does not discriminate against learners with a disability, and assessments are a fair test of an individual's knowledge and proficiency. If someone has a disability or learning difficulty, the usual format of training delivery or assessments may not be suitable and in certain circumstances adjustments may need to be made for them. This approach is intended to allow an individual to show their ability and knowledge without being disadvantaged by the training delivery method or the assessment format itself.