Policy Principle
iungo Solutions(“iungo”) provides accredited and skills-based training courses, workshops and learning experiences. It is central to iungo’s values and philosophies that all its programmes are accessible to all Participants and provide an inclusive and fulfilling experience to those who participate.
This Policy outlines the accessibility principles employed in the design of new learning experiences and how requests for special consideration and reasonable adjustments are received and evaluated.
Scope of Policy
The scope of this policy applies to employees, contractors and volunteers involved in the administration, delivery, and support of iungo’s training solutions. It is the expectation of all iungo representatives to be proactive in suggesting ways to improve accessibility, inclusivity, and Participant experience for all Participants and in identifying specific adjustments for Participants with accessibility requirements.
The Policy applies to the design, delivery, and assessment of learning experiences.
Accessible Design
iungo takes a holistic approach to developing new learning and assessment experiences, utilising the Participant Experience (LX) canvas by Neils Floors (Appendix A).
Audience
Accessibility research is undertaken with the client, an existing user group, or the wider public. In the case of a new type of learning experience, a diverse pilot user group may be assembled to provide detailed feedback on the Participant experience.
Learning style
LX designers should always aim to include a range of delivery styles and formats to support Participants and their preferred mode of Participant: whether visual, auditory, reading and writing, and kinaesthetic.
Digital Learning
Accessibility of digital resources and self-directed learning is considered in conjunction with the Web Content Accessibility Guidelines (WCAG). These guidelines may also apply to written materials.
Delivery mode
The LX designer should consider and design for all possible modes of delivery to accommodate the audience: whether in-person, virtual, blended, block release, day release, or self-directed.
Language and interpretation
The language and terminology used in learning experiences should be designed appropriately for the audience: this includes age, level of experience and sector.
As per the commitments of our Welsh Language Policy, learning should be designed for a bilingual (English and Welsh) or multilingual experience where possible and appropriate. This may require the input of a Welsh-language designer, as opposed to a direct translation of English materials to ensure that the experience is effective and engaging in both languages.
Accessible Delivery
Accessible delivery requirements are developed collaborative by the LX designer and the deliverer. They should address various key factors that impact the quality and accessibility of delivery such as:
- cohort size
- interactivity and engagement
- assessment of Participant accessibility requirements
- opportunities for experiential learning
- opportunities for peer-to-peer delivery
- pre-delivery information and joining instructions
- mode(s) of delivery and location(s) if applicable
- level of digital skills of audience if applicable
- availability and language of resources if applicable
- spoken language(s) in delivery if applicable
- pre- and post- delivery evaluations
- mentoring and follow-up support where applicable
Accessible Assessment
iungo should strive to achieve a balance of robustness and flexibility in its assessment processes. For internal assessments, LX designers should work in collaboration with
tutors/assessors to develop an accessible and inclusive assessment strategy. This should include consideration of the following factors:
- the purpose of the assessment
- the learning outcomes to be assessed
- range of assessment methods
- necessity and reasonableness of time constraints on assessments
- authenticity of assessment
- assessment of Participant journey / distance travelled
- skills or practice-based assessment
- Participant input into the assessment design-process
- feedback from previous assessments
Where assessment methodologies and parameters are prescribed by an external Awarding Organisation (AO), assessors must take the opportunity to familiarise themselves with the assessment process and any flexibilities or adjustments that are available.
The LX designer should work collaboratively with the deliverer and assessor to design an appropriate assessment environment that is compliant with the AO’s assessment framework and conducive to promoting Participant success.
Reasonable Adjustments and Special Considerations
Reasonable adjustments are intended to reduce the effect of a disability or difficulty that places the Participant at a substantial disadvantage during the learning experience or assessment process. Reasonable adjustments may include:
- varying usual assessment arrangements
- adapting course materials
- providing additional assistance such as interpretation
- providing additional time to complete the assessment
Reasonable adjustments for learning experience can be approved by the tutor’s line manager. Reasonable adjustments for internal assessment can be approved by the Chief Executive.
Reasonable adjustments for external regulated assessment must be approved by the Awarding Organisation responsible for the assessment.
Requesting reasonable adjustments
Reasonable adjustments to the learning experience process can be made informally to the tutor at any time. Wherever possible, the tutor should seek to make these adjustments. The tutor should also make a note of the requests on the Participant’s profile and respond to the Participant in writing to confirm whether the adjustment can or cannot be made, along with a justification in the latter case.
In the case of an internal assessment, the Participant can apply for the reasonable adjustment in the same way. The tutor or assessor should confirm the appropriate course of action with their line manager before responding to the Participant.
The Participant can appeal the decision not to accommodate a reasonable adjustment request through the Appeals procedure.
Reasonable adjustments to an external regulated assessment must be directed to the Awarding Organisation utilising their process for requesting and authorising reasonable adjustments. The tutor or assessor can make this request on the Participant’s behalf.
All requests for reasonable adjustments to regulated assessment should be made at least 7 days before the assessment commences.
Applying Special Considerations
Special considerations can be applied after an assessment if there was a genuine reason the Participant may have been disadvantaged at the time of assessment.
Examples of special considerations:
- illness and injury
- an event outside of the Participant’s control
Requests should be made by the Participant to the tutor within 7 days of the assessment occurring. The tutor or assessor can make the request for special considerations to the Awarding Organisation on the Participant’s behalf.
If successful, special consideration may result in an adjustment to the assessment score. The size of the adjustment will reflect the difficulty faced by the Participant.
Responsibilities
The Executive Chair will be responsible for:
- Ensuring that the Policy is reviewed at least annually, or upon an update to the regulatory framework, and appropriate advice is given on content.
- Approving the Policy and seeking reassurance from the Chief Executive that it is being implemented correctly.
The Chief Executive will be responsible for:
- Establishing an agile an iterative culture of accessible and inclusive learning experience and assessment design.
- Developing effective governance arrangements and ensuring that relevant policies, procedures, and training are in place across the organisation.
- Reviewing this Policy and the attached procedures.
- Ensuring sufficient resources are in place to conduct the duties outlined.
- Ensuring that employees, contractors, and volunteers understand and feel equipped to discharge their responsibilities under this policy.
Employees, contractors, and volunteers are responsible for:
- Behaving in accordance with the Policy and associated procedures and informing their line managers of any activity contrary to the principles outlined.
- Attending relevant training and CPD events.
Participants are responsible for:
- Making their tutor or assessor aware of any accessibility difficulties, special considerations or reasonable adjustments required.
Review and Sign-off
This Policy is subject to 12-month review. The next review is due on 01 November 2024.
| Name: | Tom de Vall |
| Position: | Executive Chair |
| Signature: | T. de Vall |
| Date: | 01 November 2023 |
