What is Accessibility?
At Corndel, we understand that the foundation of a successful training programme lies in its accessibility. Catering not just to our learners’ diverse needs but also to employers’ goals, we prioritise an inclusive learning environment. Recognising that some employees may face unique challenges due to disabilities or other conditions, we partner with employers to ensure that these challenges are collaboratively addressed.
Access guide for learners
We want all learners to have the best experience whilst on Corndel programmes. We also understand that, for some learners, there may be additional challenges or barriers to fully accessing what our programmes have to offer.
We, and your employer, have a responsibility to address those issues alongside you.
You may have a disability or health issue – whether that be a sight or hearing impairment, a physical disability, mobility challenges. Perhaps you identify as being neurodiverse – being dyslexic, ADhD or on the autism spectrum. If you are finding challenges undertaking your programme – please don’t struggle on your own. Share what works and what hinders with your PDE and read through this guide to gain insight into ways to get best use out of the programme.
Learning content
Our e-learning materials are designed to meet a detailed set of guidelines that makes web content more accessible to people with a variety of disabilities including visual, auditory, physical, speech, cognitive and language disabilities and learners who have learning difficulties and neurodiverse conditions.
At Corndel, we host our learning content, which is created in Articulate Rise, on a learning management system called APTEM. Both systems aim to comply with Web Content Accessibility Guidelines (WCAG) to an AA standard (more information can be found in the links below).
Here are a few ways in which our learning content has been made accessible:
- Learning content is compatible with widely used screen reading technologies and is keyboard navigable (instructions below).
- Alternative text descriptions are added to all image-based content and subtitles are included for all Corndel videos.
- Contrast ratio levels of visual information (for example, text on imagery) meets the standard of 4.5:1 or higher and moving imagery is checked for any flashing that may exceed 3 flashes per second.
- The structure of learning content is set out clearly with headers and sections, ensuring clear navigation as learners progress.
To find out more about how the platforms we use for creating and hosting learning content meet accessibility criteria, you can visit Learning Content Builder (Articulate Rise) or Learning Management System (Aptem). We also make use of accessibility visibility softwares to support with dyslexia, visual disabilities, visual stress, visual processing, migraines, chronic fatigue, epilepsy and Irlen’s syndrome.
1-2-1 sessions with your Professional Development Expert (PDE)
Your PDE is your first port of call if you need support to access learning content or navigate the learning platform. They are there to talk through strategies and get insight into what works, or doesn’t work, for you when studying.
Do share your needs with your PDE. They may not be a specialist in your disability or medical condition but they will be interested in how to help you get the best from your programme. They can also assist with accessing support (for example, assistive technology) from your employer, providing an additional voice if there is a resource implication for your company.
PDEs can also refer you to our Learning Support Team if you identify a need. It may be, for example, that although you don’t have an official diagnosis of say, dyslexia, but have always experienced challenges with reading and/or writing. Your PDE can refer you to the Corndel Learning Support Team for a Cognassist assessment, which may provide insight into how to support you with your study.
Learner support team
At Corndel, we understand that everybody learns, processes information and thinks differently.
In addition to ensuring our online material is accessible, we have a dedicated Learner Support Team, who work in partnership with Cognassist, to help you understand how your brain processes information. This means we can make the correct adjustments to teaching and learning, including utilising our online platforms or finding the correct software, to ensure the learning is accessible to your specific needs.
If you would like to engage with the Learner Support Team, please speak to your PDE.
Online and face-to-face workshops
Occasionally you may be asked to attend either on-line or face-to-face workshops alongside other colleagues who are undertaking the programme.
We recognise that some on-line software (for example Menti or Miro boards) can prove challenging for learners who have a disability. Be sure to let your PDE know about any adaptations you may require to ensure you can fully take part in an on-line event. For example, if the PDE is planning to present information you may wish to request advance access to a slide-set to enable you to be fully prepared.
If you are on a ‘Teams’ session with colleagues you may find it difficult to keep focused on what is being said. One useful tip is to select the Transcript option, so that you can view subtitles accompanying the workshop. Clicking on ‘pin’ will enlarge the speaker, which can be useful for lip reading too.
If you are meeting with Corndel and colleagues face-to-face for a training day, you may decide to inform the facilitator of any access needs in advance to ensure you get the maximum benefit from the event.
Training rooms should be accessible for any learner with mobility issues and, if you require a hearing loop, you may wish to request this in advance.
Again, you may consider requesting materials in advance, or perhaps ask that where you are positioned in the room enables you to see and hear what is being presented.
Perhaps, due to dyslexia, you feel uncomfortable writing in front of others – remind the facilitator of this and arrange for someone else to scribe for the group or to exempt you from those type of activities.
You may have a form of dyscalculia (find mathematics or numerical exercises challenging) – again, flag this before the training so that you are not excluded or feel singled out during these types of exercises.
Don’t hesitate to get support to ensure your needs are met – it will benefit not just you but any future learners going through the programme who require adjustments.
Access guide for employers
Corndel want all learners to have the best experience whilst undertaking our programmes. We also recognise that, for some learners, there may be additional challenges or barriers to fully accessing what our programmes have to offer. Here we provide some guidance on what type of issues may arise and how to address these with your employees.
As an employer you may already be aware of members of staff who are planning to undertake Corndel training and have a disability or health issue. It could be that they have a sight or hearing impairment, a physical disability or mobility challenges. Perhaps you are aware that a member of staff identifies as neurodiverse – being dyslexic, ADhD or on the autism spectrum, for example.
It is Corndel’s intent that every learner has the opportunity to benefit fully from their training programmes and, as such, sharing information on learner needs, (with their consent), could be useful to ensure we are ready to support them.
However, there may be some learners who have yet to come to your attention as having a disability or learning need. Indeed, there may be some who have yet to realise or acknowledge they have a disability or learning support need themselves and discover this during the programme.
Corndel will, with a learner’s consent, occasionally need to explore learning needs further and potentially, these members of staff may reach out to your organisation to gain support with their study requirements.
Learning content
Our e-learning materials are designed to meet a detailed set of guidelines that makes web content more accessible to people with a variety of disabilities including visual, auditory, physical, speech, cognitive and language disabilities and learners who have learning difficulties and neurodiverse conditions.
At Corndel, we host our learning content, which is created in Articulate Rise, on a learning management system called APTEM. Both systems aim to comply with Web Content Accessibility Guidelines (WCAG 2) to an AA standard (more information can be found in the links below).
Here are a few ways in which our learning content has been made accessible:
- Learning content is compatible with widely used screen reading technologies and is keyboard navigable (instructions below).
- Alternative text descriptions are added to all image-based content and subtitles are included for all Corndel videos.
- Contrast ratio levels of visual information (for example, text on imagery) meets the standard of 4.5:1 or higher and moving imagery is checked for any flashing that may exceed 3 flashes per second.
- The structure of learning content is set out clearly with headers and sections, ensuring clear navigation as learners progress.
To find out more about how the platforms we use for creating and hosting learning content meet accessibility criteria, you can visit Learning Content Builder (Articulate Rise) or Learning Management System (Aptem).
1-2-1 sessions with your Professional Development Expert (PDE)
A learner’s PDE is their first port of call if they need support to access learning content or navigate the learning platform. They are there to talk through strategies and get insight into what works, or doesn’t work, for the learner and their preferences when studying.
They can also assist with accessing support (for example, assistive technology) from the employer, providing an additional voice if there is a resource implication for the company.
PDEs can also refer a learner to our Learning Support Team if a need is identified. It may be, for example, that although a learner doesn’t have an official diagnosis of say, dyslexia, they disclose that they have always experienced challenges with reading and/or writing. The PDE can refer the learner to the Corndel Learning Support Team for a Cognassist assessment which may provide insight into how to support them with their studies.
Learner support team
At Corndel, we understand that everybody learns, processes information and thinks differently.
In addition to ensuring our online material is accessible, we have a dedicated Learner Support Team, who work in partnership with Cognassist, to help learners understand how their brain processes information.
This means we can make the correct adjustments to teaching and learning, including utilising our online platforms or finding the correct software, to ensure the learning is accessible to a learner’s specific needs.
Online and face-to-face workshops
If you know a learner has a sensory impairment or disability, it would be of great benefit for their PDE to be made aware of this – with the learner’s consent – to ensure 1-2-1 sessions and coaching are as effective as possible.
Occasionally learners will be asked to attend either on-line or face-to-face workshops alongside other colleagues who are undertaking the programme.
We recognise that some on-line software used for workshops (for example Menti or Miro boards) can prove challenging for learners who have a disability.
It is helpful if PDEs know about any adaptations required to ensure all can fully take part in an on-line event. For example, if the PDE is planning to present information a learner may find it useful to have advance access to a slide-set to enable them to be fully prepared.
If you are aware that a specific staff member may have challenges with on-line training due to a disability, please do notify Corndel prior to any induction sessions to ensure they feel as welcome and able to fully engage as their colleagues.
Equally, if learners are meeting with Corndel and colleagues face-to-face for a training day, we encourage them to inform the facilitator of any access needs to ensure they get the maximum benefit from the event.
Training rooms should be accessible for any learner with mobility issues and, if a learner requires a hearing loop, we may wish to arrange this in advance if we are using your facilities.
Again, learners may wish to request materials in advance, or perhaps ensure that where they are positioned enables them to effectively see and hear what is being presented.
Due to dyslexia, a learner may feel uncomfortable writing in front of others – facilitators should be aware of this and arrange for someone else to scribe for the group or adjust these types of activities.
A learner may have a form of dyscalculia (find mathematics or numerical exercises challenging) – again, being aware of this before the workshop, means the facilitator can plan to ensure that they are not excluded or feel singled out during these types of exercises.
Please don’t hesitate to gain support for learners to ensure their needs are met – it will benefit not just your employee but any future learners going through our programmes who require adjustments.
Assess and Address Skill Gaps
Integrate Training with Business Objectives
Partner with Top-tier Training Providers
Implement Continuous Monitoring and Evaluation
Foster a Culture of Lifelong Learning
Collaborate and Share Knowledge
