Providing Digital Support to Those Visually Impaired

Ground the programme in UK legal and accessibility standards

your training must be accessible by design, not adapted later.

Equality Act 2010: requires organisation to make anticipatory reasonable adjustments for disabled people, including digital services and training platforms

Public Sector Bodies Accessibility Regulations 2018 if relevant digital content must meet WCAG 2.2 AA and publish an accessibility statement.

WCAG 2.2 AA the current UK government standard for digital accessibility, covering screen readers keyboard navigation contrast form and focus visibility

Design principle Assume screen readers magnifiers voice input, and keyboard-only navigation from the outset.

Involve people with lived experience from the start

Strong programmes are co-designed, not just tested

Recruit visually impaired co-designed to help shape

Learning goals

Content format (audio vs text vs interactive)

Pace and assessment style

RNIB and ability net Both stress that digital confidence and assistive-tech skill levels vary widely among bind and partially signed users

Best Practice pay co-designers for their time and expertise.

Chose accessible learning formats (not just an accessible platform)

Use multiple formats, letting learners choose what works for them.

Core content Formats

Structured text (screen-reader friendly, clear headings, plain English)

High-quality audio (narrated lessons, downloadable MP3s)

Accessible video

Audio description where visuals matter

Clear verbal explanation of on-screen content

No image-only learning unless fully described in text

GOV.UK guidance stresses providing accessible formats at the same time, not on request

Platform and technology requirements

Your Learning Management System (LMS) or platform should:

Fully support screen readers (JAWS, NVDA, Voiceover)

Be 100 Keyboard navigable

Avoid time-outs or provide easy extensions allow:

Adjustable text size

Contrast control

Resumable learning

use GOV.UK accessibility testing guidance and real-user testing alongside automated tools

Teach assistive technology explicitly (don't assume prior knowledge)

Many visually impaired learners benefit most when AT skills are part of the curriculum.

Consider modules on:

Screen readers (navigation strategies, landmarks, headings)

screen magnifiers and colour filters

Mobile accessibility (ios and Android)

Keyboard shortcuts for learning, not just browsing

AbilityNet and RNIB highlight that lack of AT confidence is a major barrier to digital inclusion

Assessment and Progression: make it fair, not identical

Avoid visually biased assessment.

Audio or text- based quizzes

Practical tasks using assistive tech

Oral or recorded submissions

Untimed or generously timed assessment

Trainer and Facilitator preparation

Anyone delivering the programme should receive accessibility and sight-loss awareness training.

Recommend UK providers:

RNIB-visual awareness and digital accessibility training

AblityNet- accessibility training- free, structured training for UK organisations.

Continuous improvement and quality assurance

Conduct regular accessibility audits

Gather feedback in accessible formats (audio, phone, email)

Track outcomes such as:

completion rates

Confidence with technology

Independent access after training

UK government guidance emphasises ongoing monitoring, not one-off compliance

Useful UK partners and resources

RNIB- expertise, co-design support, and training

abilityNet- free resources and assistance tech guidance

Vison for Access CIC- training grounded in lived experience

GOV.UK Accessibility Guidance- authoritative uk standards