Technology
If you are in learning and development (L&D) or a related field, you must have often heard about making learning accessible and inclusive. So, what does it really mean to make a learning solution inclusive such that it meets accessibility requirements and caters to all learner types?
Put simply, it means that any learning solution that is designed should be accessible by all learners, regardless of any disabilities or special needs.
The Americans with Disabilities Act (ADA) of 1990 mandates that individuals with disabilities must be given equal opportunities to participate in education, employment and other public services. However, once employed, how do individuals with special needs engage in organizationwide, role-specific and professional development training?
The answer lies in today’s ever-evolving, multi-dimensional technology, which has played a crucial role in bridging the gap between neurotypical and neurodivergent learners, including those with disabilities.
Neurotypical learners are individuals whose brain functions and cognitive processing align with what is considered the societal norm.
Neurodivergent learners are individuals whose brains function differently from what is considered “typical.” These include individuals with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia (DCD - developmental coordination disorder), dyscalculia and Tourette syndrome, among others.
The focus is to create universal curricula that accommodate all types of learners across different learning platforms. This is done by building accessibility considerations and adaptive mechanisms in learning solutions to ensure an inclusive learning experience for all in an organization.
Before we discuss these accessibility considerations and mechanisms, let’s first explore the different learning platforms commonly used in organizations. For ease of discussion, we can classify them as elearning, online training (live virtual classrooms and webinars) and in-person.
Whether a universal curriculum or training is delivered through self-paced elearning, live virtual classrooms or in-person sessions, specific standards must be met to accommodate learners with special needs. The following recommendations outline best practices for designing inclusive training programs across these platforms.
To make self-paced elearning accessible, ensure compliance with Web Content Accessibility Guidelines (WCAG 2.1 AA) to meet global accessibility standards. Elearning delivered via learning management system (LMS) is always SCORM-enabled. An acronym for “sharable content object reference model,” SCORM is an elearning compliance that ensures compatibility of content with the LMS. SCORM aids adaptive learning, which is based on learner interactions with training content.
Predictable navigation and structured content in elearning helps reduce cognitive load by providing consistent layouts and easy-to-follow menus. Additionally, screen reader compatibility with tools like job access with speech (JAWS) and voiceover ensures seamless interaction for visually impaired learners.
Content should be designed using chunking and microlearning techniques, breaking lessons into smaller sections to improve focus and retention. Offering multiple content formats such as text, audio, video and hands-on exercises caters to diverse learning preferences. In addition, visual schedules, timers and gamification with clear rules help structure learning and provide engagement for all learner types.
Closed captions and transcripts should be provided for all video and audio content. Customization features such as adjustable text sizes, color contrast options and alternative text for images and charts should be built into an elearning course to further enhance accessibility.
Assessments that have a diverse format cater to different types of learners. Diverse formats can include written, interactive oral and project-based evaluations. Extended time limits and multiple attempts in assessments can help to reduce anxiety for certain learner types.
Elearning courses usually include animations, sound effects and diverse visual imagery for enhancing sensory appeal. Sensory-sensitive learners benefit from features built into the courses such as flexibility to disable or skip such animations, audio effects or visuals.
It is a good idea to have live virtual training prioritize real-time accessibility with features such as live captions and availability of American Sign Language (ASL) interpretation. Collaborative platforms like Zoom, Microsoft Teams and Webex support screen readers and keyboard navigation for seamless accessibility. It is recommended to use such collaborative platforms/tools to conduct live, virtual training. Additionally, these platforms also provide multiple participation options, including chat, voice and video, to accommodate different communication preferences.
Moreover, these platforms allow participants to turn off self-view and customize layout settings, thus preventing distraction or anxiety from seeing oneself on the screen. Audio and visual settings are also adjustable to ensure a personalized learning experience. Additionally in a virtual training setup, availability of assistive technology tools like Microsoft Immersive Reader can help learners who have processing difficulties.
It is beneficial to have structured sessions with clear communication of rules and expectations to minimize uncertainty and enhance comprehension. Visually structured slides and well-organized content prevent cognitive overload. Trainers should provide an initial training agenda that includes expected scheduled breaks during a session to prevent a burnout for the learners. Additional small breaks as required should also be provided.
If breakout rooms are being used, breakout room coordinators should be made available to assist learners in interaction and collaboration as required.
It’s always a good idea to record virtual training sessions. Recorded sessions with flexible playback speeds allow learners to revisit content at their own pace, ensuring accessibility for all.
For in-person training, selecting an accessible venue with wheelchair-friendly spaces, adjustable desks and clear pathways is essential. Seating should be flexible, offering standing desks, fidget tools or movement-friendly options to support self-regulation. Assistive listening devices, such as frequency modulation (FM) systems, microphones and hearing loops, benefit hard-of-hearing participants, while digital notes and speech-to-text tools enhance the learning experience for those with additional special needs.
Assistive devices like adaptive switches, joysticks and sip-and-puff controls should be provided to support individuals with physical disabilities. Alternative communication methods, including text-based responses, augmented and alternative communication (AAC) devices and written participation, should also be made available as required to accommodate non-verbal learners.
It’s beneficial that in-person training is designed to have a multi-sensory approach, incorporating visual, auditory, kinesthetic and hands-on activities. This ensures diverse learning styles are supported. Offering early access to training materials allows learners to review content in advance, ensuring they are well-prepared for the session.
Additionally, training sessions should include sign language interpretation upon request and offer printed and digital materials in accessible formats such as braille, large print or screen readercompatible documents. Providing clear and direct instructions, along with predictable routines and visual schedules, helps reduce anxiety and enhances understanding.
Finally, it’s a good idea to provide quiet zones and sensory-friendly spaces for learners needing a break from sensory overload.
As technology continues to advance, especially with AI gaining more prominence in learning, new options will emerge to further enhance inclusive learning.
One thing is for sure, AI will help learning professionals understand learning patterns, analyze audiences and predict learning outcomes based on learner data, enabling them to create more precise inclusive learning solutions.
Effective inclusive learning solutions also largely depend on a well-planned audience analysis. It is highly beneficial for the L&D department of an organization to collaborate with human resources (HR) to conduct an annual audience analysis.
This analysis helps identify the accessibility needs of employees, including those with disabilities or neurodivergent traits. The findings should be referenced when designing any training curriculum to ensure all necessary accessibility mechanisms are integrated from the start.
Regardless of the training type, when a training session is scheduled, learners should have the option to contact L&D or HR to request any additional accessibility accommodations. This ensures a seamless learning experience for all learners.
Vijayshree Rautela is an instructional design & training specialist. Email her at rautelashree@hotmail.com.
