Accessibility and Equity Statement

The below is an extract from our Access, Belonging, Inclusion, Diversity and Equity Policy (ABIDE), and our ABIDE procedure and learning standards document


This policy applies to employees, contractors, learners, clients, and stakeholders. We recognise all of these as ‘Our People’. When we talk about ‘Our Place’ we mean our workplace and our learning space, both of which maybe be a physical space or a virtual online space. When we say ‘Team’ we mean the internal people that work in iClick2Learn, including employees, contractors and subject matter experts. iClick2Learn operates in the state of NSW and is subject to the laws of NSW and the Commonwealth and any relevant international law, principle or guideline it is required to, or chooses to adopt.

Our Commitment

At iClick2Learn, we want everyone to succeed. We are actively committed to promoting the principles of Access, Belonging, Inclusion, Diversity and Equity in our Our Place. We support Our People to achieve their full potential in an environment which is fair, inclusive, and diverse, and supports the health and wellbeing of everyone involved.

iClick2Learn is actively committed to the prevention of discrimination, bullying, harassment, victimisation, and vilification in Our Place. We will take all reasonable steps and actions to ensure that Our People are treated fairly, and with dignity and respect, whilst working and studying at iClick2Learn.

ABIDE meanings applied

AccessAccess recognises the inclusive actions made for people so they can best access our products and services. Access includes accessibility adaptations for people who identify with a disability who access our products and services.
BelongingBelonging refers to the feeling that people have when they feel a sense of connection in a psychological and culturally safe environment. Examples include feelings of being respected, included, and welcomed. Belonging encourages people to be themselves within the rules and responsibilities framework of their environment.
InclusionInclusion refers to the ways we include people’s opinions and perspectives and what we do to enable those. Inclusion also refers to a welcoming environment and schedule that is designed to consider and normalise their needs. For example, allowing extra space around a chair for a parent with a child who attends a workshop. It can also be used to mean adaptations for anyone who may be considered by a person to be diverse.
DiversityTo be diverse is to be different from something or someone. We welcome all the visible and invisible ways we are different. We accept, respect, encourage and recognise people’s diversity, culture, lived experience, opinions, and perspectives. We engage with, promote, and advocate for diversity in involvement and recognition across our products and services.
EquityEquity recognises each person has different personal needs and is in different circumstances and environments. An equitable response promotes opportunities, resources, and support so that they reach an equal outcome to others. This is different to equality, which means that everyone is treated the same.

ABIDE Principles

1. Our people are champions in upholding these principles.

2. We represent, enable and champion diversity in our products and services.

3. We respect the rights of individuals, including the right to hold different views and beliefs. We will work to prevent these differences being manifested in a way that violates any person’s dignity, or creates a psychologically or culturally unsafe space.

4. We recognise and celebrating the diversity and characteristics of individuals

5. We create an environment and culture of belonging so people feel included, accepted and connected.

6. We seek to understand the individuals’ unique needs and make reasonable adjustments to include them.

7. We seek input from people with lived experience; diversity, including cultural diversity; diverse thinking; and expertise in the development of our products and services.

8. We design workspaces and learning experiences to engage students equitably with reasonable adjustments.

9. We do not assume an individual’s needs. We will check-in as appropriate to ensure inclusion.

10. We do not use language that is labelling, targeted or identified to describe, speak to, or about a person. We will use their chosen name.

11. We work to remove any practice, or process that promotes bias in decision making.

12. We include people in decision making in areas that impact, or affect them.

13. We do not unlawfully discriminate or exclude based on individual characteristics or circumstances.


iClick2Learn is committed to breaking down barriers to learning. We started iClick2Learn to remove barriers of access faced by staff and volunteers in the community.  Our intention is to remove as many barriers as possible, and practicable to ensure people can access our learning.


We design learning to suit a learner persona and consider needs and goals of that learner persona. This persona is developed in consultation with our clients. We provide clients with a standards document that outlines the level of intervention and reasonable adjustment made to best facilitate people’s involvement in learning.

While we can recommend and advise clients to undertake actions, we are constrained by their decisions for the level they choose to participate in.

iClick2Learns standard level meets minimum requirements and, in some cases, exceeds this. Where content has been designed specifically for a target group, and clients have chosen different accessibility and equity standards, we may explain these on the page or in the document.

iClick2Learn is also constrained by business resources. For example, we would love to provide learning 100% for free and in every language possible. While we work towards our goals, there are currently some things that are not viable or practicable.

Representative Advisors

iClick2Learn access experts with lived experience to inform its products and services. These include paid accessibility services, First Nations reconciliation advisory panel and our Multicultural advisor.

While we have done work to incorporate many needs, we may not get everything right. If you have any concerns, feedback or individual needs, please contact us to discuss these and we will work together to explore amendments, updates or reasonable adjustments to support you.

Our Actions

We strive to provide an accessible experience on our website and learning material. We have provided an accessibility tool on this website to facilitate this. Please let us know if this website or learning materials are not accessible to you.

We provide the information to you in alternate ways on the website including written blogs that are available as audio files, transcripts and captions. We can also provide access via alternate methods with a reasonable adjustment.

Build in website accessibility

Located on the right-hand side of our website shown visually as a round blue sign with a wheelchair icon, is an Accessibility Button.  This button allows the user to access:

  • Keyboard only navigation
  • A larger cursor
  • Increased contrast
  • Bigger text
  • Desaturation of colour
  • Highlighted links
  • Legible fonts
  • And the option to read the page aloud.

We are focused on providing the most appropriate level of accessibility that our resources permit, to make learning equitable for all.

Our accessibility efforts have increased our Web Content Accessibility Guidelines (WCAG) compliance. From 68.4% to 84.93% Level A; and from 23.6% to 52.31% to level AA.

Our products are designed to meet Level A and in some cases for targeted delivery, Level AA.

Financial access

Our products and services are provided to individuals at an exceptionally heavily subsidised rate. We can do this because we are a certified social enterprise and 100% of all our profits are reinvested into your learning.  The fee we charge for individual learners is approximately 1% ($54) of the value delivered (est. $5,500) per person.

Legacy products

Our older courses are presented in video format with a variety of interactive components like multiple choice questions, drag and drop games and turn cards. These were designed by our former accessibility consultant who is vision impaired. However, some of the content in older courses and some pages on our website may not be accessible to some people. They may contain visual elements without descriptions and not able to be identified by learners with access needs.  They may also not display equity in their language or images. It is our intention to rectify this. We are currently working with developers and within our social enterprise budget to overcome these concerns. We are also advocating to clients to update the content. Our corrective action plan is to update our content to meet our standards.

Examples of our standards

Accessibility requirementStandard
WCAG ComplianceWe are committed to delivering WCAG compliant material and use a range of tools during the development of content to test accessibility
Hearing impairment

1.All courses will include a transcript of everything spoken in the course.

2.Captions are in English and are placed on all videos and synched with the speaker.

Visual impairment

1.To the best of our knowledge, our website functions with the majority of screen readers available.

2.We strive to make text in videos and on slides as a minimum size of 26pt in Arial typeface.

3.All text and graphics content such as icons and diagrams in videos and on the website have a contrast level of ‘Pass’ as per WCAG2 standards.

4.There are visual graphic elements in our courses primarily to support the audio rather than give extra information. Where images are presented as the focus, a visual description will be made available in the transcript.

5.We are working on our improvement action plan to include alt-text on all images and icons on our website.

Intellectual or cognitive impairment

Courses designed for this target group:

  1. Materials may be available for download or delivered by a speaker using the easy English method
  2. We have developed a learning delivery style that reduces cognitive load
  3. Video content should be highly engaging
  4. Language will be delivered at an appropriate reading level
  5. Resources may be provided in easy english
Equity requirementStandard
Data accessibility
  1. We do not use any scripting (e.g. Java scripting) and minimise data heavy content
  2. Alternate reasonable adjustments may be made for remote locations

Vulnerable people

Where content refers to, or could trigger vulnerable people. For example, this could relate to training specifically designed to discuss challenging situations and how to manage these in a role.

Where it is identified a trigger may exist, a warning will be given prior to the content being displayed.
First Nations
(Aboriginal and Torres Strait Islanders)

We acknowledge and pay our respects to our traditional owners and our elders through our communication material.

Content designed for this target group:

  1. Will carry culturally appropriate messages
  2. Will be delivered either in part or in full by a person who identifies as an Aboriginal and Torres Strait Islander person.
  3. We have designed special animated characters to represent this diversity.

General standards:

  1. We use a video-first strategy to communicate key messages in the content.
  2. As much as practicable, we adopt the 8 Ways of Aboriginal Learning into our learning development process.
Cultural and linguistically diverse communities

Content designed for this target group:

  1. Will carry culturally appropriate messages
  2. Will be delivered either in part or in full by a person who identifies as a CALD person.
  3. Content may be delivered in a language, or languages other than English.
  4. Captions may be available in a language, or languages other than English.
  5. We have designed special animated characters to represent this diversity.

General standards:

  1. We use a video-first strategy to communicate key messages in the content.
People who identify as gay, lesbian, bi-sexual, transgendered, queer, intersex or non-binary and any other diversity of identify.

1.All Content will display appropriate and respectful use of visuals; images and language that do not assume any particular gender role/s.

2. We have designed special animated characters to represent this diversity.

3.Where icons are used to represent a person, these icons will differ in their representation are not intended to be taken to represent any particular gender.

4. We do not use pronouns or gender specific language and will refer to a person by their chosen name, which may differ to their legal name. We will only use a pronoun where we have their consent.

Talk with us

Our team are always on the lookout for new ways to improve accessibility and to streamline our process for making our courses accessible. We welcome your feedback, please don’t hesitate to contact us if you have any accessibility issues with our site or our courses.  

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