Adult Education Providers can use the tool to assess and improve their accessibility. We see accessibility under a holistic perspective. Therefore, the Assessment is showing six different areas of an accessible and inclusive adult education. As Adult Education provider you can use the Assessment and tick the cells from the different matrices to indicate where your organisation is and where you think that it could/should go. If you want to improve a certain area you automatically will be linked to some experts for accessibility in your regional environment by using the “expert” button.

After completion the Assessment you get an overview with your outcomes and a Badge, which you can use for showing your efforts in accessibility.

Developing positive attitudes and values towards adult learners with disabilities

Providing an accessible environment for learning

Providing an accessible digital learning environment for learning

Planning accessible learning

Supporting accessible learning

Communicating and public relations

100% completed

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100% completed

100% completed

100% completed

Developing positive attitudes and values towards adult learners with disabilities

Providing an accessible environment for learning

Providing an accessible digital learning environment for learning

Planning accessible learning

Supporting accessible learning

Communicating and public relations

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1
Attitude towards adult learners with disabilities
long version
short version
Aware
The organisation is aware of the need to develop positive attitudes towards adult learners with disabilities.
Exploring
The organisation welcomes adult learners with disabilities but their participation is below what it should/could be.
Developing
The organisation is encouraging individual staff members to be committed to develop attitudes creating an accessible, diverse and inclusive learning community.
Integrated
The staff are committed to proactively welcoming and supporting adult learners with disabilities. Representatives of learners with disabilities are involved in the decisions regarding accessibility.
Transformative
The organisation is recognised as a leader in the creation of an inclusive learning environment by adult learners with disabilities advocacy groups.
2
Expectations from adult learners with disabilities
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short version
Aware
A majority of staff members only have limited expectations from adult learners with disabilities.
Exploring
A majority of staff members have only limited expectations from adult learners with disabilities, yet, some provide their best possible support to those who are failing to make progress.
Developing
A majority of teachers and support staff have high expectations from most adult learners with disabilities, understand what is meant by “good progress” and provide support to learners who are failing to make expected progress.
Integrated
The organisation treats adult learners with disabilities as equal citizens with the same potential as any other learners and the same opportunities to achieve their potential.
Transformative
The organisation has contributed to a number of success stories of adult learners with disabilities that are promoted as role models in its public communication.
3
Attitude of other learners
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short version
Aware
The organisation is aware of the need to assess the attitude of other learners regarding adult learners with disabilities.
Exploring
The majority of learners are usually considerate and supportive of each other, including learners with disabilities.
Developing
Learners are considerate and supportive of each other. There is evidence that the organisation ethos promotes a positive understanding and awareness of adult learners with disabilities amongst their peers.
Integrated
Learners are highly considerate and supportive of each other. There is evidence that the organisation actively develops a positive understanding and awareness of adult learners with disabilities amongst their peers.
Transformative
The organisation can provide evidence that adult learners with disabilities have played a leadership role in promoting positive attitudes and values.
4
Adult learners with disabilities advocacy
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short version
Aware
The organisation is aware of the benefits of giving a voice to adult learners with disabilities.
Exploring
The voice of adult learners with disabilities is being heard on an individual basis by individual staff members.
Developing
The voice of adult learners with disabilities and special educational needs (advocacy groups, leaders, etc.) is being heard by key members of the management.
Integrated
Adult learners with disabilities and special educational needs have a voice in key decision making processes at the executive level of the organisation.
Transformative
The organisation promotes a participatory culture where all stakeholders are established and recognised contributors to creating an inclusive model of education.
5
Attitude towards accessibility laws and regulations
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short version
Aware
Accessibility laws and regulations are seen as constraints, rather than opportunities to increase accessibility.
Exploring
Staff members are aware of their legal obligations and some are aware of the recommendations produced by interest groups advocating and advising adult learners with disabilities.
Developing
The organisation is compliant with accessibility laws and regulations and makes reasonable supplementary adjustments to ensure that adult learners with disabilities enjoy equal access to the curriculum and non-curriculum activities.
Integrated
The organisation is fully compliant with accessibility laws and regulations. Careful planning and monitoring ensures that adult learners with disabilities enjoy full and equal access to and participation in all aspects of the organisation's life.
Transformative
The organisation goes beyond compliance to legal and regulatory obligations and is working towards a model of inclusive education to widen the participation in adult education.
6
Building partnerships
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short version
Aware
The organisation is aware of the benefits of working with partners, in particular within the local community, to support adult learners with disabilities.
Exploring
Individual teachers have connection with members of the local community and make some use of external agency/outreach support to meet the needs of learners with special education needs.
Developing
The organisation has established partnerships with local organisations and support organisations (associations, experts and agencies) to promote learning for adult learners with disabilities and improve accessibility to learning.
Integrated
The organisation has established partnerships with a range of organisations, local and beyond, to promote learning for adult learners with disabilities and improve accessibility to learning. The impact of these partnerships is monitored and a positive impact can be demonstrated.
Transformative
The partnerships for adults with disabilities learning has had a measurable impact on the perception of disabilities, the enrolment of disabled adult learners and/or accessibility policies and technologies.
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7
Accessibility review
long version
short version
Aware
The organisation is aware of the benefits of taking into account accessibility in the indicators of performance management.
Exploring
There is no formal accessibility review but informal reviews performed by motivated individual staff members.
Developing
The organisation has produced a series of accessibility indicators in partnership with learners with disabilities and special learning needs.
Integrated
The organisation has a process for reviewing accessibility with the support of specialists and learners with disabilities. The organisation encourages the regular review of accessibility.
Transformative
The lessons learned internally are shared with the broader community of adult education providers to influence future developments in policies, accessibility and assistive technologies.
8
Professional Assistance
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short version
Aware
The organisation is aware of the need and benefits of accessing external expertise to address accessibility issues.
Exploring
Individual staff members have an expertise in accessibility or have direct access to accessibility experts, when needed.
Developing
The organisation has a pool of internal and external accessibility experts such as occupational therapists, speech and language therapists etc that can be called upon when information and advice on how to support adult learners with disabilities is needed.
Integrated
The organisation has access to a pool of accessibility experts, e.g. occupational therapists, physiotherapists, who may assess and advise on the need for specific equipment when designing or adapting areas for learners special learning and/or physical needs. This pool includes representatives of learners with disabilities.
Transformative
The organisation is dedicating resources to develop internal competencies in accessibility through training programmes, participation in communities of practice, seminars, etc. The organisation provides its own experts to other organisations requiring support for working with adult learners with disabilities.
9
Managing physical access
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short version
Aware
The organisation is aware of the need to meet the standards for physical accessibility.
Exploring
There is a range of accessible equipment and adaptations which provide basic levels of accessibility including toilets and personal care facilities in the building to meet the different needs of learners with mobility impairment.
Developing
The organisation seeks to understand other accessibility requirements such as spaces for learners who require specific emotional or behavioural support such as subdued lighting, reduced noise, time alone, open spaces etc.
Integrated
The organisation is actively working towards all areas to meet European standards and recommendations on accessibility. This includes work and study environments, sports facilities, corridors, social and recreational areas, toilets, car parks, pavement, meeting rooms etc.
Transformative
The organisation keeps up to date with advances in the design of equipment and adaptations and seek to provide the best possible equipment which meets the needs of the people with and without disabilities to learn, live and socialise together.
10
Accessibility budget
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short version
Aware
The organisation is aware of the need to have a dedicated budget to improve and maintain accessibility.
Exploring
The budget allocated to accessibility is decided on an ad hoc basis to cover the minimal requirements with little or no anticipation of the need.
Developing
There is a serious effort to anticipate the accessibility budget needs, identify and secure the financial resources required.
Integrated
A budget has been earmarked for actions related to accessibility and inclusion: equipment, training, adaptation, etc. There is a constant effort to monitor future and secure current sources of funding.
Transformative
Adult Learners With Disabilities and/or their carers have a say in the budget used to making learning accessible.
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Aware
The organisation is aware that an ICT policy is necessary to improve the efficiency of the investments in ICT for learning.
Exploring
Only a limited number of courses make use of ICT as a means to facilitate access to learning for adults learners with disabilities.
Developing
The organisation is committed to the design and implementation of an ICT policy developed through consultation with all stakeholders across the institution, including external experts and representatives of adult learners with disabilities.
Integrated
The organisation has a policy regarding the accessibility of learning resources and tools. The ICT policy is regularly monitored and reviewed with all stakeholders including external experts and representatives of adult learners with disabilities.
Transformative
The organisation has a well- established, successful and rigorous framework for monitoring and reviewing all its strategies and policies and the monitoring and reviewing of ICT within this framework and takes into account the needs for inclusive education.
12
Digital and technical literacy
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short version
Aware
The organisation is aware of the need to develop the digital and technical literacy of its staff.
Exploring
The general level of staff’s techno-literacy is limited to the basic use of standard technologies.
Developing
Some techno-literate teachers critically review the current provision of technologies and experiment, recommend and review new tools and practices to support adult learners with disabilities.
Integrated
The organisation is committed to the development of the techno-literacy of its staff. There is a sufficiently large pool of techno-literate staff to provide peer support and exploit efficiently emerging technologies.
Transformative
The organisation is experienced as a living laboratory where new practices emerge in co-operation with adult learners with disabilities.
13
Enabling and assistive technologies
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short version
Aware
The organisation is aware that digital technologies can play a decisive role in enabling and assisting learning and teaching.
Exploring
Individual teachers have a good knowledge and understanding of the communication methods and equipment relevant to adult learners with disabilities and are able to use them competently.
Developing
Staff is encouraged to exploit the benefits of enabling and assistive technologies. The experience gained is shared across the organisation.
Integrated
Systems are in place to maximise the use of enabling and assistive technologies through regular review of practice and feedback from learners and practitioners.
Transformative
The experience gained with enabling and assistive technologies is shared across organisations and contributes to the improvement of assistive and enabling technologies.
14
Aware
The organisation is aware that technical support is an issue that should be addressed.
Exploring
Technical support is dealt with on an ad-hoc basis by volunteer staff.
Developing
There is a clearly identified person for technical support, either internal or external, depending on the internal competencies and/or needs, for the maintenance of the equipment used by adult learners with disabilities.
Integrated
There is a clearly identified person and budget for technical support and maintenance of the equipment used by adult learners with disabilities. Budget, equipment, people and processes are regularly reviewed.
Transformative
Technical support goes beyond the maintenance of equipment but includes technology watch and recommendations on equipment and processes improvement.
15
Assistive technology
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short version
Aware
The need for technical expertise in enabling and assistive technology has been identified as an issue.
Exploring
Technical expertise in enabling and assistive technology is brought in through ad-hoc contacts with external professionals by individual staff members.
Developing
The organisation has access to a range of professionals, e.g. speech and language therapists or sensory impairment therapists , who may offer assessments and advise on specific technical equipment or software to support adult learners with disabilities.
Integrated
The organisation has developed internal competencies to make informed choices regarding specific technical equipment or software to support adult learners with disabilities.
Transformative
The organisation provides technical assistance in enabling and assistive technology to other adult learning centres.
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16
Planning learning and assessment
long version
short version
Aware
The organisation is aware of the need and benefits of adapting learning and assessment to take into account the needs of learners with disabilities.
Exploring
Individual teachers take reasonable steps to adapt the planning of learning and assessment to take into account the special needs of learners.
Developing
Most teachers take reasonable steps to adapt the learning delivery and assessment using the Person- centred support plan that all adult learners with disabilities have. Methods and procedures for adjusting learning and assessment are shared across the organisation.
Integrated
Systems are in place for appropriate adjustments and support to learning and assessment processes enabling adult learners with disabilities to be on an equal level with other learners — e.g. flexible attendance, extra time in examinations, assistant, etc.
Transformative
The delivery of learning is totally flexible and fully adjusted to the individual needs of learners As a result, adult learners with disabilities are well motivated, fully engaged and achieve outstanding outcomes.
17
Recognising prior learning and experience
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short version
Aware
The organisation is aware of the benefits of recognising the prior learning and experience of adult learners with disabilities. This includes the identification of the methods and tools that have contributed to past successful learning experiences.
Exploring
Individual teachers take into account the prior learning and experience of learners, including the prior contexts, methods and tools, when planning their learning intervention and setting-up the person-centred support plans.
Developing
The organisation is encouraging all teachers to include prior learning recognition as a key element of planning learning interventions. Systems are in place to adapt learning based on the acknowledgement of prior learning and experience of all learners.
Integrated
Systems ensure that all teaching and other support staff are acutely aware of learners' prior achievements, educational needs and future goals and use this knowledge to plan effectively.
Transformative
The organisation is actively involved in communities of practice and action research related to prior learning recognition.
18
Managing personal data
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short version
Aware
The organisation is aware of the benefits and risks associated with the exploitation of personal data to improve the learning experience, in particular the data related to learners with disabilities.
Exploring
Individual teachers are exploiting learners' personal data to inform their decisions regarding the planning of learning. Privacy is dealt on an ad-hoc basis by individual teachers in a manner that is compliant with the respect of learners rights.
Developing
The organisation understands the benefits of using personal data to improve the learning experience of adult learners with disabilities. The organisation is committed to protecting privacy through establishing policies and implementing privacy technology.
Integrated
The institution's privacy is fully integrated in the ICT policy. The technical infrastructure is fully compliant with regulations and best practices regarding privacy.
Transformative
The organisation is part of a trust network, a federation facilitating the exchange of personal data under the control of individuals.
19
Adaptative learning provision
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short version
Aware
The organisation is aware of the need and benefits to providing a variety of alternative learning contents, methods and technologies to support the implementation of person-centred support plans, especially for adults with disabilities.
Exploring
A limited number of alternative learning contents, methods and technologies is offered to adult learners with disabilities to support the implementation of person-centred support plans.
Developing
A wide range of alternative learning contents, methods and technologies is available to support the implementation of person-centred support plans in a number of courses/modules.
Integrated
There is a broad, balanced and relevant curriculum which can be easily adapted to take into account the individual needs and interests of adult learners with and without disabilities. The content structure and duration of the learning are flexible, monitored and reviewed.
Transformative
The organisation is actively involved in the reflection on adaptative and inclusive learning provision, sharing practice with peers in communities of practice.
20
Aware
The organisation is aware of the need for health and safety procedures to take into account adult learners with disabilities.
Exploring
There is one person who is the point of contact for health and safety issues related to adult learners with disabilities.
Developing
All staff have appropriate training and regular review in relation to health and safety of adult learners with disabilities, e.g. moving and handling people, using and maintaining equipment, etc.
Integrated
The health and safety procedures take into account adult learners with disabilities. All equipment and adaptations meet the standards and legislative requirements with regard to provision and safety reviews.
Transformative
The organisation has an embedded system for gathering the views of adult learners with disabilities and their carers covering a wide range of aspects including behaviour and safety. Learners and carers overwhelmingly report confidence in the organisation in this regard and that their views are respected and acted upon.
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21
Self-directed learning
long version
short version
Aware
The organisation is aware of the benefits of encouraging and supporting self-directed learning.
Exploring
Individual courses encourage learners to make autonomous choices regarding their learning goals and learning paths.
Developing
Self-directed/autonomous learning is encouraged and supported in most courses. Special attention is paid to adult learners with disabilities.
Integrated
Self-directed/autonomous learning is the organisational norm and is one of the main drivers for individual and organisational development.
Transformative
The organisation is actively involved in action research regarding self-directed learning in order to improve the policies, methods and tools supporting autonomous learning.
22
Peer support (learners)
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short version
Aware
The organisation is aware of the benefits of encouraging peer support for learning.
Exploring
Peer support happens but is not the norm, nor is it recognised.
Developing
Peer support is encouraged by a majority of teachers, with special attention to adult learners with disabilities.
Integrated
The organisation promotes a culture where all learners support one another as part of daily life within the organisation.
Transformative
Peer support goes beyond institutional walls through learning communities and communities of practice.
23
Personal assistance
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short version
Aware
The organisation is aware of the occasional need to provide personal assistance to learners with disabilities e.g. sitting beside a learner to operate equipment.
Exploring
When required and when possible, personal assistance to adult learners with disabilities is provided on an ad hoc basis by volunteers.
Developing
One person is responsible for managing personal assistance. The assistance can be provided by internal or external personnel as well as volunteers and learners' carers. Personal assistance takes into account a range of special needs and provides unbiased support to adult learners with disabilities.
Integrated
The organisation has a pool of appropriately qualified and skilled internal and external personal assistants that can contribute to planning, assessment and review. Teachers retain responsibility for learning and demonstrate their awareness of the risks of over-dependency.
Transformative
The organisation has established partnerships with local organisations to establish a pool of personal assistants to cover a wide range of needs.
24
Recording and reviewing progress and achievements
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short version
Aware
The organisation is aware of the benefits of recording achievements to assess whether the gap between the attainment of adult learners with disabilities and other learners is narrowing.
Exploring
There are some areas where learners are actively involved with their teachers in the recording and reporting of their individual and collective achievements. Regularly updated tracking data shows that most adult learners with disabilities are making progress.
Developing
Systems are in place to record progress and achievements. Learners are actively involved with their teachers in the recording and reporting of their individual and collective achievements. There is some evidence that the gap between the attainment of adult learners with disabilities and other learners is narrowing.
Integrated
Systems are in place to analyse the causes for lower performance and attainment of adult learners with disabilities, and seek ways for improvement through positive support and intervention. Systematic participation and contribution of learners and staff in the collection of evidence, review and reflection processes is changing the organisational culture and the learning environment.
Transformative
Individual and organisational progress and achievements are aggregated beyond the institution's boundaries to contribute to the improvement and/or transformation of policies. There is a clear and sustained pattern of the gap between the attainment of adult learners with disabilities and other learners narrowing as a result of detailed analysis and effective action planning.
25
Staff expertise on adult learners with disabilities
long version
short version
Aware
The organisation is aware of the need for its staff to develop competencies related to dealing with adult learners with disabilities.
Exploring
A minority of staff have the necessary expertise to meet the needs of adult learners with disabilities. There is limited sharing of effective teaching approaches for adult learners with disabilities.
Developing
A majority of staff have the expertise to meet the needs of adult learners with disabilities — or know who to refer to for expertise.
Integrated
Systems are in place to recognise staff's expertise on adult learners with disabilities and make that expertise visible. Effective learning and teaching approaches for adult learners with disabilities are shared.
Transformative
The organisation has expertise which is recognised by and shared with other organisations and communities of practice.
26
Continuing Professional Development
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short version
Aware
The organisation is aware of the need for the continuing professional development of its staff regarding accessibility.
Exploring
Continuing professional development guidelines include items on competencies related to adult learners with disabilities.
Developing
There is a programme for continuing professional development of all staff, administrative and teaching, and part of this programme addresses the issues of adult learners with disabilities.
Integrated
A system for continuing professional development ensures that all staff have the necessary expertise to meet the needs of adult learners with disabilities. The most effective teaching approaches for adult learners with disabilities are shared.
Transformative
Leading teachers and supporting staff are involved in communities of practice with other teachers dealing with adult learners with disabilities. Learners with disabilities play an active role in CPD.
27
Aware
The organisation is aware of the need for induction of new staff in relation to addressing adult learners with disabilities.
Exploring
There are basic guidelines on how to address the issue of adult learners with disabilities that newcomers are invited to read and follow.
Developing
There is a programme for systematic induction of all staff, administrative and teaching, addressing adult learners with disabilities.
Integrated
The induction programme is regularly reviewed and updated using the organisation's experience with adult learners with disabilities.
Transformative
Learners with disabilities play an active role in induction and training.
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28
Communication with adult learners with disabilities
long version
short version
Aware
The organisation is aware of the need to maintain good communication with adult learners with disabilities.
Exploring
Individual staff have good knowledge and understanding of the communication methods and tools to use them competently to communicate with adult learners with disabilities.
Developing
A majority of staff have good knowledge and understanding of the communication methods and tools to use them competently to communicate with adult learners with disabilities.
Integrated
The organisation encourages staff to grow their competencies in communication methods and tools to use them competently to communicate with adult learners with disabilities.
Transformative
Managing good communication with adult learners with disabilities has a positive measurable impact on the communication with all learners, staff and agencies.
29
Informing on the learning provision
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short version
Aware
The organisation is aware of the need and benefits for the communication material (website, newsletter, leaflets, etc.) to communicate with adult learners with disabilities.
Exploring
The organisation has checked whether the information on the learning provision is accessible. Part of the information is compliant with accessibility standards.
Developing
The organisation is committed to making all the information and documentation fully accessible to learners with various disabilities using their own tools, on line (browsers, braille computers, readers, etc.) and on site (hearing loops, etc.).
Integrated
All the information published about the learning provision is available in a range of accessible formats including large print, easy read, speech tools, etc.
Transformative
Learners with disability contribute to the provision of accessible information in a range of ways, e.g as part of their studies or in liaison with external agencies such as universities, special interest groups, advocacy groups, etc.
30
Informing on the accessibility of the learning provision
long version
short version
Aware
The organisation is aware of the need and benefits of providing information regarding the accessibility of the learning provision.
Exploring
The information regarding the accessibility of the learning provision exists but is fragmented as it is left to the initiative of individual staff members.
Developing
The organisation is committed to providing clear information on the level of accessibility of the different courses/modules.
Integrated
All the learning provision is clearly identified in terms of accessibility. There is a plan to improve accessibility to all courses/modules.
Transformative
All stakeholders are actively involved with other organisations in improving the information on the accessibilty of the learning provision.
31
Promoting the learning provision
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short version
Aware
The organisation is aware of the benefits of promoting its learning provision to target groups that comprise adult learners with disabilities.
Exploring
The organisation is actively exploring the means to make its learning provision more attractive and accessible to adult learners with disabilities.
Developing
The organisation uses a range of opportunities to inform and support the enrolment of adult learners with disabilities such as information days within the community, mailings, marketing campaigns, etc.
Integrated
The organisation uses a range of opportunities to inform and support the enrolment of adult learners with disabilities such as information days within the community, mailings, marketing campaigns, etc. The organisation uses a range of opportunities in interaction with other agencies and associations related to adult learners with disabilities in the commerce and industry.
Transformative
The organisation is developing innovative promotion activities in liaison with other organisations to make learners with disabilities feel welcome in adult learning centres.