Readable structure
Pages use structured headings, meaningful link text, readable type, and layouts that work across desktop and mobile screens.
Policy
Accessibility statement.
KLD Institute designs public pages and course materials for learners who may use keyboards, screen readers, zoom, captions, translation, slower reading patterns, or alternative formats.
Accessibility contact
info@kldinstitute.comUse this address to report a barrier, request an alternative format, or ask about access support for a course activity.
Keyboard access
Navigation, forms, lesson controls, and course pages are designed to work without a mouse wherever KLD controls the interface.
Clear interaction
Buttons, form fields, focus states, and interactive elements are built with labels and visible states that support assistive technology.
Accessible materials
Images, diagrams, screenshots, templates, and documents are prepared with accessibility in mind, including text alternatives where the image carries meaning.
Access standard
This statement covers the public website, course pages, lesson materials, templates, forms, and support routes controlled by KLD.
Standard KLD works toward
KLD uses WCAG 2.2 Level AA as the working standard for public pages and course interfaces. The standard covers perceivable, operable, understandable, and robust digital experiences.
KLD treats accessibility as a design and teaching standard, not a final badge. Course pages, lesson navigation, forms, templates, and public policy pages are reviewed as the site develops.
- WCAG 2.2 AA target
- Readable pages
- Keyboard operation
- Assistive technology support
Course material standard
Learning materials need more than compliant pages. KLD prepares lesson notes, slide content, screenshots, diagrams, prompts, and templates so learners can understand the task without relying only on colour, position, sound, or visual styling.
When media is used for teaching, KLD works toward captions, transcripts, or equivalent written explanation. When a screenshot is essential, the surrounding lesson text explains what the learner needs to notice.
- Captions and transcripts
- Image descriptions
- Plain-language instructions
- Accessible templates
Learning experience commitments
Accessibility is especially important for beginner learning. KLD uses direct language, visible lesson sequencing, consistent navigation, generous reading measures, and practical examples so learners are not forced to decode the interface before they can learn the subject.
The goal is serious learning without unnecessary friction: clear labels, predictable controls, responsive layouts, reduced-motion friendly interactions, and enough context for learners using translation, screen readers, keyboard navigation, or zoom.
- Simple labels
- Predictable navigation
- Responsive layout
- Reduced-motion support
Third-party tools and alternatives
Some course activities may involve third-party tools such as AI, design, whiteboard, browser, or collaboration platforms. Those tools have their own accessibility features, limitations, terms, and support routes.
Where a required third-party tool creates a barrier, learners can contact KLD for a practical alternative, such as a different format, adjusted task route, written instructions, or another way to demonstrate the same learning outcome.
- Third-party tools
- Alternative task routes
- Format requests
- Learning outcome equivalence
Known limitations and improvement
KLD is still developing its public site and learning systems. Some materials may be improved over time as courses move from preview pages into full delivery, especially older screenshots, external embeds, downloads, and tool-specific walkthroughs.
Accessibility feedback is treated as product feedback and learner support. KLD will review reported barriers, prioritize issues that block access to learning, and explain the available next step when an immediate fix is not possible.
- Barrier review
- Priority fixes
- Alternative access
- Transparent follow-up
Feedback and support
Accessibility questions, barrier reports, and alternative-format requests can be sent by email. Helpful details include the page or lesson, the barrier encountered, the device or assistive technology used, and the format or support that would help.
Last updated: 14 May 2026.
- Barrier reports
- Alternative-format requests
- Assistive technology details
Practical requests
Learners do not need to name a diagnosis to request access support. A useful request can simply explain what is hard to access and what format, pace, tool route, or explanation would make the learning activity workable.