Why accessibility should be central to lifelong learning in all organisations

As the job market evolves and industries shift, lifelong learning allows employees to expand their knowledge, develop new skills and keep pace with emerging trends and technologies. Yet, as learners embark on these educational journeys supported by their organisations, it's essential to ensure that learning opportunities are accessible to everyone. 

Accessible course design is more than just a buzzword; it is a core principle that supports inclusive education. Whether an experienced professional is updating their skills, or someone is pursuing a new career path, well-designed, accessible courses can significantly impact both the quality and outcome of the learning experience. 

Universal design framework 
Universal Design for Learning (UDL) is the foundation of accessible course design and a framework that emphasises flexibility, inclusivity, and accessibility. UDL encourages course creators to meet the diverse needs of all learners. By adopting UDL principles, educational content becomes not only accessible but also engaging, empowering, and effective for all. 

For example, feedback from blind and low-vision employees reveals that even when eLearning modules meet accessibility standards, poor design can still hinder the experience. Many reports state that it can take two to three times longer to complete accessible courses due to clunky navigation or improperly labelled content.  

The role of accessible materials 
Accessible learning materials encompass various tools and formats, from captioned videos to text-to-speech technology to Learning Management Systems (LMS) that cater to diverse needs. However, accessibility is most effective when it is integrated from the start. 

For example, partnering with an LMS provider that requires every image upload to include descriptive text ensures that content is accessible by default to blind or low-vision learners. These small, intentional design choices significantly impact the user experience, offering independence and efficiency to learners with disabilities. When developing accessible eLearning environments, it's essential to address two key aspects: 

• Technical accessibility: Does the LMS meet accepted accessibility standards, such as Web Content Accessibility Guidelines (WCAG) or Section 508 compliance? 
• Functional accessibility: Can a learner, using assistive technologies like a screen reader, efficiently navigate and engage with the content without unnecessary friction? 

Accessible learning design should combine technical compliance and practical usability to ensure all learners benefit equally. 

Accessibility must extend beyond the classroom or online courses; organisations must embed it into the workplace. Accessible learning and development enable disabled employees to thrive, offering them equal career growth and professional advancement opportunities. This includes: 

1. Accessible communication tools 
Employees must collaborate using platforms supporting screen readers and offering closed captioning during video meetings. Ensuring workplace communication tools are accessible guarantees that all team members can fully participate in discussions and online training sessions. 

2. Accessible training materials  
Whether hosted on an LMS or distributed as documents, training content must be available in accessible formats like HTML or tagged PDFs. This ensures learners with disabilities can engage with the material without barriers. 

3. Flexible learning schedules 
Offering asynchronous online learning enables employees to access content and complete training at their own pace, which is particularly beneficial for those with disabilities or differing needs. This flexibility empowers them to fit learning into their schedules without unnecessary pressure. 

4. Assistive technology support 
Technologies such as screen readers, speech recognition software, or screen magnifiers ensure employees can interact effectively with the learning environment. These tools must integrate seamlessly with the LMS or other platforms to foster a smooth user experience. 

The above examples illustrate just a starting point for creating accessible learning environments. Accessibility is not a static checklist but a continuous process; organisations must evolve and adapt their strategies as new technologies and challenges emerge. 

Case study: Vision Australia's accessible learning initiative 
Vision Australia provides a compelling example of accessibility in action. As a leading national organisation supporting people who are blind or have low vision, it is deeply committed to inclusive learning. Around 15% of its workforce comprises individuals who are blind or have low vision, making accessible training essential to its operations. 

Vision Australia implemented our Brightspace platform, which offers this charity a highly accessible LMS experience, to meet this need. This allows the organisation to deliver online courses that meet the needs of all employees, ensuring their staff can participate fully in training programs and professional development. The success of this initiative demonstrates that accessibility, when intentionally built into the learning infrastructure, can create a positive experience for everyone involved. 

Making education accessible to all 
Education is not a privilege; it is a fundamental right. Ensuring everyone promotes inclusivity enriches all organisations. People with varying abilities bring valuable perspectives that drive innovation and collaboration. And with 1.3 billion people worldwide living with disabilities, their voices and contributions must be recognised and empowered through accessible learning.  

Incorporating accessibility into learning and development is not just about compliance; it's about creating meaningful experiences that empower everyone to achieve their full potential. This shift will ensure lifelong learning is genuinely inclusive, paving the way for a more equitable future with our organisations at the forefront of this essential shift.