Basic ICT required.Read more
Basic computer proficiency courses are designed for individuals who have limited experience with technology. Participants will learn fundamental skills such as navigating the web, and using basic programs.
Targeted to Intermediate English (B1+) speakers.Read more
This is the standard requirement for most courses. Participants at this level can participate actively in discussions and manage everyday and professional situations. If they are unsure about their English level, they can test it here or explore our courses facilitated in Basic English.
Cross-Curricular.Read more
The listed audiences are those for whom the course is especially recommended, but courses are not exclusive to them and are open to everyone. In fact, most of our workshops are built around the collective sharing of participants’ experiences and having a variety of profiles enriches the learning process and is highly encouraged!
Description
Digital materials are part of everyday school life: slides, documents, e-books, videos, learning platforms, online assignments, and school websites.
But, unfortunately, making a resource “clear” or “nice to use doesn’t necessarily mean making it accessible. For many learners, barriers can appear in small details: low color contrast, missing captions, complex layouts, inaccessible PDFs, unclear navigation, or tools that cannot be used with assistive technology.
This is where things get complicated. For many learners, barriers can appear in small details: low color contrast, missing captions, complex layouts, inaccessible PDFs, unclear navigation, or tools that cannot be used with assistive technology.
This course is designed to help teachers design digital learning experiences that are accessible from the start.
Participants will learn how to identify barriers in classroom and school materials, understand the needs of learners with sensory, motor, cognitive, communication, or language-related difficulties, and apply practical accessibility principles to everyday teaching resources.
They will be introduced to the Web Content Accessibility Guidelines (WCAG2.2), and they will learn how to practically connect them to real school practice.
Accessibility will not be approached only as a technical requirement, but participants will be guided in using it as a design mindset: making slides easier to read, documents easier to navigate, videos easier to follow, platforms easier to use, and assessments more inclusive.
A central part of the course is hands-on practice. From designing a PowerPoint slide to how to select assistive technology (screen readers, AAC tools, alternative keyboards, speech-to-text), participants will review sample materials, improve their own resources, test accessibility features, and learn how to select tools according to specific educational needs.
They will also reflect on how teachers, special education staff, ICT coordinators and school leaders can work together to make accessibility a shared responsibility, not an individual effort.
By the end of the course, participants will have created an accessibility audit and action plan for their own classroom or school.
They will leave with practical strategies to design, select, and improve digital materials and assistive tools so that more learners can access, participate, and demonstrate what they know.
📝 Reference Note
The course draws on the European Accessibility Act (EAA), which has strengthened accessibility requirements for selected products and services in the EU since June 2025, and on Web Content Accessibility Guidelines (WCAG 2.2), the W3C Recommendation for accessible web content. These standards are used as practical references for improving digital education and school accessibility.
What is included
Learning outcomes
The course will help participants to:
- Understand the main principles of digital accessibility and their relevance for inclusive education;
- Recognize common barriers in slides, documents, videos, LMS content, school websites and digital assessments;
- Apply key WCAG 2.2 principles to everyday teaching materials and online learning environments;
- Design clearer and more accessible digital resources using layout, color, structure, captions, alternative text and readable formats;
- Identify learners’ accessibility needs related to vision, hearing, movement, cognition, communication, language and digital confidence;
- Select and use assistive technology tools such as screen readers, AAC tools, alternative keyboards, speech-to-text, text-to-speech and reading supports;
- Conduct a basic accessibility audit of classroom or school digital materials;
- Collaborate with special education teachers, ICT staff and school leaders to plan school-wide accessibility improvements;
- Develop an accessibility action plan for their own classroom or school context.
Tentative schedule
Day 1 – Introduction to the course
- Introduction to the course and the Academy;
- Introduction to the host city and the week’s cultural activities;
- Icebreaker activities;
- Presentations of the participants’ schools and institutions.
Digital accessibility in education
- What digital accessibility means in everyday school practice;
- From “learner-friendly” to truly accessible;
- Common barriers in slides, documents, videos, platforms and school websites;
- Introduction to the European Accessibility Act and WCAG 2.2 as practical reference frameworks;
- Reflection: where do students meet digital barriers in our school?
Day 2 – Can you see it, hear it and use it?
- Sensory and motor accessibility in digital learning;
- Color contrast, fonts, layout, captions, transcripts and alternative text;
- Keyboard navigation and alternative input devices;
- Screen readers, text-to-speech, speech-to-text and built-in accessibility features;
- Hands-on activity: improving slides, documents and video-based resources;
- Accessibility check: what changes make the biggest difference?
Day 3 – Built for all: cognitive and communication accessibility
- Cognitive accessibility and clear digital communication;
- Reducing overload through structure, language, layout and predictable navigation;
- Supporting learners with dyslexia, ADHD, intellectual disabilities, language barriers or communication needs;
- AAC tools, visual supports, reading supports and simplified formats;
- Matching the right tool to specific educational needs;
- Hands-on activity: redesigning a digital task for diverse learners.
Day 4 – Accessibility audit workshop
- What an accessibility audit is and why schools need one;
- Using WCAG principles to review teaching and learning materials;
- Checking documents, slides, websites, LMS pages and online assignments;
- Identifying quick fixes and longer-term improvements;
- Collaboration between teachers, special education staff, ICT coordinators and school leaders;
- Workshop: participants audit one of their own materials or school resources.
Day 5 – From audit to action plan
- Turning accessibility findings into practical priorities;
- Designing an accessibility action plan for a classroom, subject area or school;
- Choosing tools, responsibilities, timelines and first steps;
- Planning accessible assessment and inclusive digital routines;
- Presentation of participants’ action plans;
- Peer feedback and final discussion;
- Course evaluation: round-up of acquired competencies, feedback, and discussions;
- Awarding of the course Certificate of Attendance.
Day 6 – Structured cultural activities
- Structured cultural activity(ies) according to the hosting location;
- Learning journal: individual written reflection on the course experience;
- Course reflection: self-reflection and review of course materials and resources.
Download or share
Add to favouritesGet weekly recaps on confirmed sessions!
