Web Accessibility Statement

Our commitment and approach to maintaining an accessible website.

Learning and Teaching with Learning Trajectories is commited to:

  • maintaining an accessible website:

    • ensuring that this website achieves “Level AA” conformance to the Web Content Accessibility Guidelines (WCAG) 2.1.

    • ensuring that all new information on the website will achieve “Level AA” conformance to the Web Content Accessibility Guidelines (WCAG) 2.1.

  • including accessibility when we procure 3rd party systems or upgrades to existing systems.

Learning and Teaching with Learning Trajectories is partially conformant with WCAG 2.1 level AA.

Accessibility features of this website

  • Keyboard/Screen reader navigation – to assist users who do not navigate the site using a mouse or other assistive technologies.

  • Skip to content link – to assist users who do not navigate the site using a mouse or other assistive technologies.

  • Accessible images – to inform users using a screen reader or other assistive technologies of an images contents.

  • Accessible forms – to assist all users submitting forms on our site.

  • Accessible tables – to inform users using a screen reader or other assistive technologies of table content.

  • Colour contrast – to assist users who have difficulty with colour.

  • Correctly structured content with good heading usage – to assist users using screen readers or other assistive technologies and to generally increase readability.

  • Useful link text (descriptive links, not just “click here”) – to inform users using screen readers or other assistive technologies.

  • Document accessibility – to assist users using screen readers or other assistive technologies and to generally increase readability.

  • Cross Browser compatibility ? Ensure consistency in layout and navigation across all browsers and avoid bugs which may cause a user to be confused.


Feedback

We welcome your feedback on the accessibility of the Learning and Teaching with Learning Trajectories website.
Please let us know if you encounter accessibility barriers while browsing our website.
 
E-mail:
 

Date

This web accessibility statement was created on February 28th, 2024.

 

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.