Accessibility is about people, not just standards

Every learner is different. Some may have limited digital skills. Some may be learning in a language that isn’t their first. Others may simply process information differently. That’s why accessibility needs to extend beyond technical considerations like typeface and font size, colour contrast, keyboard navigation and assistive technology.

Removing language barriers

The words you use matter too. Learners encounter language everywhere in eLearning - in the content, image descriptions, instructions, navigation controls, questions and feedback. If any of these are ambiguous, complicated or unfamiliar, that can create another barrier. Using clear, plain language can make content easier to understand. But depending on your audience, you may need to translate your learning and make it available in the languages your learners understand best.

Designing language for different ways of thinking

Language also matters when designing for a potentially neurodiverse audience. Now you may not know how many of your learners are neurodivergent. And you don’t necessarily need to. Using plain, unambiguous language, concise instructions, manageable sections and consistent terminology can support people with different attention, processing, memory and comprehension needs. You should also consider concentration levels, the amount of information presented at once and how it is presented. The aim is to make it easier for people to focus on what matters.

Confidence is part of accessibility

Someone with limited digital skills may need more guidance about how to work through online learning. And someone who is cautious about digital technology may need reassurance about what will happen when they click a link or enter information. Again, clear instructions, simple and consistent navigation and explanations of what happens next can make the experience more predictable and give learners greater confidence to engage.

Accessibility helps people demonstrate what they can do

And that matters because completing learning isn’t the outcome. What matters is whether people understand the learning and develop the capability they need – and are able to demonstrate it. If unclear language, confusing instructions or an unfamiliar digital experience gets in someone’s way, their performance may not accurately reflect what they know and can do.

At eCom we want to remove common and often unseen barriers. We consider accessibility as part of the wider learner experience - from technical accessibility to language, neuroinclusive visual and content design through to digital confidence – we believe, and the evidence and research support this, it gives people the confidence to engage, the opportunity to learn and the chance to succeed.