Accessibility

Online Learning Is Accessible by Design

Most conversations about accessibility in education focus on ramps, elevators, and building modifications — physical accommodations layered onto a physical campus. Ucademy works differently. Because we are fully online, the barriers that physical campuses create simply do not exist here. There is no building to navigate, no commute to manage, no fixed schedule that conflicts with medical appointments or fluctuating energy levels. Accessibility is not a feature we added — it is a natural consequence of how we were built from the start.

That said, we recognise that “online” is not automatically accessible. Screen readers need properly structured HTML. Deaf and hard-of-hearing learners need captions, not just audio. Learners with attention or processing differences need clear structure and self-pacing, not just a login. This page explains exactly what we do and what you can ask us to do if something is missing or not working for you.

Study From Anywhere

No campus, no transit, no parking. Learners who face transportation barriers — whether due to rural location, mobility limitations, chronic pain, or reliance on others for transport — can complete their full program from home, or anywhere with an internet connection. All course content, assignments, and communication with instructors happens through the online platform.

Self-Paced Structure

Ucademy programs are designed for working adults, which means the schedule is yours. There are no mandatory live sessions that you must attend at a fixed time. This matters enormously for learners managing chronic illness, fluctuating energy, caregiving responsibilities, or mental health conditions that make rigid schedules difficult. Work ahead when you have capacity; move slower when you need to.

Rewatch and Revisit

Every lesson can be revisited as many times as you need, and any recorded video can be replayed at 0.5× to 2× speed. This directly benefits learners with auditory processing differences, attention differences, English as a second language, or anyone who simply learns by revisiting material. There is no penalty for watching a video three times. The content is there whenever you need it.

No Timed In-Person Exams

Assessments are submitted digitally. There are no in-person timed exams that require travel to a testing centre or performance under strict time pressure in an unfamiliar environment. This reduces anxiety for many learners and removes the logistical challenge of arranging transportation and accommodation for exam days.

All Materials Are Digital

There are no physical textbooks to handle, no printed handouts, no whiteboards that are difficult to read from the back of a room. All course materials — readings, slides, videos, assignment briefs — are delivered digitally, in formats compatible with screen readers and text-to-speech tools. Learners can customise how they engage: zoom in, change contrast, use a browser extension to read text aloud, or download PDFs to annotate offline.

Web Accessibility Standards

Ucademy aims to conform to the Web Content Accessibility Guidelines (WCAG) 2.1 at Level AA across our public website (ucademy.ca) and our learning platform (edu.ucademy.ca). WCAG 2.1 AA is the standard referenced in the Accessible Canada Act and is widely recognised as the benchmark for inclusive digital design. We conduct ongoing testing and address issues as they are identified.

WCAG 2.1 is organised around four core principles, sometimes called POUR:

Perceivable

Information must be presentable in ways all users can perceive. In practice, this means: all meaningful images have descriptive alt text so screen readers can convey their purpose; any recorded video content includes closed captions; colour alone is never used to convey important information (a status is indicated by text and icon, not colour only); and text contrast ratios meet minimum thresholds so content is readable for users with low vision or colour blindness.

Operable

Interface components must be usable by all users. This means: every interactive element on our site — menus, buttons, links, forms — is reachable and activatable by keyboard alone, without requiring a mouse; there are no elements that trap keyboard focus; and we avoid time limits on content that cannot be turned off or extended, so learners who read or process information more slowly are not cut off.

Understandable

Content and interface behaviour must be understandable. Our text is written in plain language, avoiding jargon where possible. Pages have consistent, predictable navigation — the header and footer appear in the same place on every page, and interactive elements behave as expected. Form fields include clear labels and helpful error messages so users know what went wrong and how to fix it.

Robust

Content must be robust enough to be interpreted reliably by a wide variety of assistive technologies — both current and emerging. We build our HTML to web standards, using semantic elements (headings, lists, landmarks, buttons) rather than generic divs with click handlers. This structural approach ensures that screen readers, voice control software, and browser extensions can parse and interact with our content correctly.

Platform Accessibility Features

Our learning platform at edu.ucademy.ca is built with accessibility as a priority, not an afterthought. The following features are available to all enrolled learners without any special request:

• Closed captions on recorded video. Most lessons are text-based; where a lesson includes a recorded video, it is captioned, and captions can be toggled on or off according to preference. Learners who are deaf or hard of hearing, who are watching in a noisy or quiet environment, or who comprehend better with text alongside audio all benefit from this feature.
• Adjustable playback speed from 0.5× to 2×. Slow down to catch every word during complex technical content. Speed up when reviewing material you already know. Learners with auditory processing differences or who are non-native English speakers often find slower playback significantly improves comprehension, while other learners use faster speeds during review to save time.
• Transcripts on request. Text transcripts of video content allow learners to read rather than watch, search for specific information within a lesson, use text-to-speech tools on the transcript, or print and annotate the content offline. A transcript can be requested for any video, and any lesson can be saved as a PDF.
• PDF format for all course materials. Readings, module guides, and reference documents are available as PDF files that can be downloaded, read offline, annotated, and used with PDF-compatible screen readers and text-to-speech tools. PDFs include bookmarks and proper reading order structure.
• High-contrast colour support. The platform respects operating system and browser high-contrast settings. Learners who use Windows High Contrast mode, macOS Increase Contrast, or browser-level dark mode settings will find that the platform’s interface adapts rather than overriding system preferences.
• Full keyboard navigation. Every function in the learning platform — navigating between modules, submitting assignments, sending messages, accessing resources — can be completed using keyboard alone. Tab order is logical and visible focus indicators are present so keyboard-only users always know where they are on the page.
• Screen reader tested. The platform has been tested with NVDA on Windows and VoiceOver on macOS and iOS. Interactive elements are properly labelled, form fields have associated labels, error messages are announced to screen reader users, and navigation landmarks allow users to jump directly to main content, navigation, and footer regions.

Learning Accommodations

Beyond the platform features available to everyone, Ucademy offers individual learning accommodations for students who need adjustments to how they engage with course content or how their learning is assessed. Accommodations are flexible, confidential, and tailored to your specific situation — not drawn from a fixed list of approved conditions.

What We Offer

• Extended time on assignments. Standard assignment deadlines can be extended where your circumstances make them difficult to meet. This is especially relevant for learners managing chronic illness, disabilities that affect processing speed, or life circumstances that require flexibility.
• Alternative formats for assessments. If a standard written assignment is not the best way for you to demonstrate knowledge, we can discuss alternatives — for example, a recorded video response instead of a written report, or a structured oral discussion with your advisor instead of an exam.
• Flexible pacing arrangements. Most programs have a suggested weekly schedule. If your circumstances require a different pace — whether slower due to health or care responsibilities, or faster because you have prior experience — we can discuss a custom pacing plan that keeps you progressing without unnecessary pressure.
• Audio and video alternatives for written materials. Where written content is the primary delivery format, we can provide or source audio recordings of readings, or connect you with text-to-speech tools that work with our material formats.
• Reduced cognitive load options. Large assignments can be broken into smaller milestones with intermediate check-ins, achieving the same learning outcome through a structure that is less overwhelming to begin and easier to sustain. The final result remains equivalent to the standard assignment.
• Priority response from your academic advisor. Learners with approved accommodations can request prioritised advisor contact for time-sensitive questions, rather than standard queue response times.

How to Request an Accommodation

Requesting an accommodation is straightforward and confidential. You do not need to disclose your diagnosis. You do not need a doctor’s letter to begin the conversation — though documentation may help us tailor the accommodation to your specific needs.

Contact Us by Email

Send an email to info@ucademy.ca with the subject line “Accessibility Request.” In the body, describe what you need — in plain language, not medical terminology. You might say: “I process written text slowly and would benefit from extended assignment deadlines” or “I use a screen reader and need to confirm the platform works with it before enrolling.”

We Respond Within 1 Business Day

An advisor will reply within one business day to discuss your request. This is a conversation, not an adjudication process. We want to understand what you need and what would actually help, not simply approve or deny a category from a form.

Accommodations Confirmed in Writing

Before your program begins, any agreed accommodations are confirmed to you in writing — a written record of what has been arranged, so there is no ambiguity later. You can refer back to this confirmation at any time during your studies.

Assistive Technology Compatibility

If you use assistive technology to navigate digital content, this section is for you. Below is an honest account of what we know works with our platform — and a clear invitation to contact us if something in your setup does not.

Screen Readers

Tested with JAWS (Windows), NVDA (Windows, free), VoiceOver (macOS and iOS), and TalkBack (Android). Navigation landmarks, heading structure, and form labels are implemented to support all four. If you use a different screen reader and encounter a problem, please let us know.

Voice Control

Dragon NaturallySpeaking (Dragon Professional) is compatible with our platform in a standard browser environment. Interactive elements are labelled so Dragon can target them by name. If you find a button or field that Dragon cannot reach by voice command, report it and we will add an accessible label.

Magnification Software

ZoomText and built-in OS magnification (Windows Magnifier, macOS Zoom) work with our platform. The site is built with responsive layouts that reflow at high zoom levels rather than requiring horizontal scrolling. Browser-level zoom (Ctrl/Cmd +) up to 400% is supported without content loss.

Text-to-Speech Extensions

Browser extensions including Read Aloud, Speechify, and Natural Reader work with our course content pages. Because our content is structured in standard HTML with logical reading order, these extensions can read material accurately from top to bottom without jumping or skipping.

Dark Mode & High Contrast

OS-level dark mode (Windows, macOS, iOS, Android) and browser-level high contrast settings are respected. The platform does not force a light theme that overrides system preferences. Learners who find light backgrounds uncomfortable due to light sensitivity, migraines, or vision conditions can use their preferred display settings throughout.

Switch Access

Switch access devices that emulate keyboard input work with our platform because all interactive elements are keyboard-accessible. If your switch device produces Tab, Enter, Space, and arrow keys, you can navigate and operate every function on the platform. Contact us if you need help configuring your switch setup to work with a specific browser.

Accessibility for Learners With Specific Needs

The sections below describe how our platform and accommodations address the specific needs of different groups of learners. These are not exhaustive categories — disability and access needs do not fit neatly into boxes — but they give a starting point for understanding how Ucademy is designed to work for you.

Vision Impairments

All content is structured with proper semantic HTML headings (H1 through H4), enabling screen reader users to navigate by heading and jump directly to any section. All meaningful images include descriptive alt text. Decorative images are marked as presentation-only so screen readers skip them. Colour is never the only way information is conveyed — status indicators use text labels, icons, and colour together. Font size can be increased freely using browser zoom without breaking the layout.

Hearing Impairments

Lessons are primarily text. Any recorded video is captioned, and a transcript can be requested for any lesson. All instructor and support communication is available through text-based channels — email, messaging within the platform, and written feedback on assignments. There is no part of the Ucademy program that requires you to hear audio without an equivalent text alternative.

Motor & Mobility

No mouse is required to use any part of the platform — full keyboard navigation is supported throughout. All assignments are submitted digitally; there is no handwriting, no physical test papers, and no requirement to print and scan anything. Learners who use switch access, keyboard-only navigation, voice control, or head-tracking devices can complete their full program without workarounds. If you need an extended timeline for assignments due to fatigue or pain management, that accommodation is available.

Learning Differences (Dyslexia, ADHD, Dyscalculia)

Browser font can be changed through settings or extensions (e.g., OpenDyslexic). All content is structured with clear headings and short paragraphs — we avoid large unbroken blocks of text. Self-paced delivery eliminates the time pressure that makes classroom learning difficult for many learners with attention differences. Each lesson lists an estimated read/watch time so you can plan your sessions. Larger assignments can be broken into smaller milestones on request. Instructors provide written feedback, which you can re-read as needed rather than trying to absorb verbal comments in the moment.

Mental Health

There are no mandatory live group sessions or public presentations — eliminating two of the most common sources of social anxiety in educational settings. Instructor contact is direct and one-on-one through the platform messaging system rather than in front of peers. Flexible pacing means that a difficult week does not derail your program. If you are navigating a mental health episode and need temporary reduced engagement, contact your advisor to discuss options — early communication avoids the need for late withdrawals.

Chronic Illness & Fluctuating Conditions

Many disabilities and health conditions are not stable — they fluctuate by day, week, or season. The self-paced structure and flexible accommodation process is designed for exactly this reality. Working ahead during good periods and slowing down during flares is built into how the program works, not an exception you need to justify. Long-term pacing accommodations can be arranged formally through your advisor so you have a written plan, not just an informal understanding.

Accessibility Feedback & Known Issues

We want to know when something is inaccessible. Not so we can file it away — but so we can fix it. If you encounter a barrier on ucademy.ca or edu.ucademy.ca, please report it using the information below. All reports are logged, reviewed, and prioritised for remediation.

How to Submit a Report

• Email: info@ucademy.ca
• Subject line: “Accessibility Feedback”
• The page URL where the problem occurred
• What you were trying to do when you hit the barrier
• What happened — what the error or problem was
• Your browser and version (e.g., Chrome 125 on Windows 11)
• Your assistive technology, if any (e.g., NVDA 2024.1, VoiceOver on iPhone iOS 17)

We aim to acknowledge accessibility reports within 5 business days and to provide either a fix or a workaround within 30 days for issues that affect the ability to complete program content. We will keep you informed of progress.

Third-Party Accessibility Resources

If you are looking for additional support resources beyond what Ucademy provides, the following Canadian organisations offer services, technology lending, and guidance for people with disabilities:

• CNIB Foundation — Canada’s leading organization for people with vision loss. Offers technology support, peer support, and resources for navigating education and employment with vision impairment.
• Neil Squire Society — Canadian non-profit focused on technology solutions and employment for people with physical disabilities. Their Computer/Web Accessibility program provides assistive technology support and training.
• Alberta Aids to Daily Living (AADL) — Alberta government program that helps residents with long-term disabilities access funding for assistive devices and equipment, which may include technology that supports online learning.
• Accessible Canada — Federal government hub for information on the Accessible Canada Act, standards development, and resources for accessible design. Includes tools for understanding your rights under federal accessibility legislation.
• W3C Web Accessibility Initiative (WAI) — The source of the WCAG standards that Ucademy follows. Includes tutorials, evaluation tools, and detailed guidance on understanding what each success criterion means in practice.
• DisAbled Women’s Network (DAWN) Canada — National organisation addressing the intersection of gender and disability. Provides referrals, resources, and advocacy support for women with disabilities navigating education and employment.

Questions About Accessibility?

If you have a question about how Ucademy’s platform or programs will work for you — whether or not it rises to the level of a formal accommodation request — we want to hear from you. Reach out before you register. We would rather answer your questions now than have you discover a gap after you have enrolled.

Email us at info@ucademy.ca with the subject line “Accessibility Question” and we will respond within one business day.

Contact Us: info@ucademy.ca