Participant Experience and Accessibility Policy

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.

Policy Scope

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 training programmes drawing upon the principles of the Learning Experience Strategy (LXS) and tailoring those to meet the needs of the Participants enrolled on the programme in question. This is documented for the specific programme delivery via the Awarding, Quality, and Compliance (AQC) Plan.

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 Design

Tutors 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.

Online and On-Demand 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

Tutors 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.

iungo’s Learning Experience Strategy (LXS) requires that wherever possible, learning programmes are available in a hybrid format, to maximise accessibility for the broadest possible range of participants.

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 Provision

Accessible delivery requirements are developed collaboratively by the Tutor, relevant Programme Tutor and/or Tutor-Practitioners. 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, Tutors should work in collaboration with the Product Team and Assessors (if different from Tutors) 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 Tutor 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

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-Practitioner at any time. Wherever possible, the Tutor-Practitioner should seek to make these adjustments. The Tutor-Practitioner 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-Practitioner 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-Practitioner 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 include:

illness and injury
an event outside of the Participant’s control

Requests should be made by the Participant to the Tutor-Practitioner within 7 days of the assessment occurring. The Tutor-Practitioner 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 Participants.

The Group CEO 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 Compliance Manager that it is being implemented correctly.

The Compliance Manager will be responsible for:

Establishing an agile and 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.

Document Approval

Document Reference	Document Title
POL-0013	Quality Policy
PRO-0015	Quality Assurance Procedure
ORG-0007	Learning Experience Strategy

Authorising Name:	Jessica Leigh Jones MBE
Position:	Group CEO
Signature:
Document Version:	1.2
Date of Release:	27/02/2023
Date Updated:	18/05/2025
Date of Next Review:	01/05/2026
Document Classification:	Internal