Webinar Recap: Why You Should Care About Accessible and Inclusive Training

Accessibility and inclusivity in training are essential for delivering high-quality learning experiences. 

Whether online or in-person, training should be designed to meet the diverse needs of all participants, meaning that everyone has an equitable opportunity to engage, understand, and retain information.

Despite growing awareness of the importance of accessibility, many training programs still fail to accommodate a wide range of learning needs. This can exclude participants with disabilities, neurodivergent individuals, or those who simply have different learning preferences. 

The responsibility for creating an inclusive training environment lies with facilitators, who must proactively design sessions that work for all learners. 

Facilitators must move beyond a one-size-fits-all approach, considering different learning styles, accessibility requirements, and engagement strategies. 

To achieve this, though, it’s important to first understand what accessibility and inclusivity truly mean in a training context.

In this guide, we recap the top tips outlined by international training expert and co-founder of Transform Your Training Tammy Banks and award-winning training facilitators Becky Dawson and Noel Moran in the second webinar, Why You Should Care About Accessible and Inclusive Training, from the three-part series Is Your Training Really Meeting the Needs of Your Learners?

Read on to learn more, or watch the webinar below 👇

What Accessibility and Inclusivity Really Mean In Training

“We sometimes take that word ‘equality’ and think that’s about treating everybody the same. But actually, it’s not about treating everybody equally—it’s about being equitable, about leveling the playing field.” — Tammy Banks

Accessibility and inclusivity in training go beyond simply complying with legal requirements—they are about creating an equitable learning environment where every participant, regardless of ability, background, or learning preference, has a meaningful opportunity to engage and succeed.

A common misconception is that accessibility means treating all participants the same. In reality, true inclusivity recognizes that different learners require different forms of support to reach the same outcome. 

This is the difference between equality and equity. 

Equality assumes that giving everyone identical resources leads to fair outcomes, while equity focuses on removing barriers and providing the necessary adjustments for each individual to have the same learning opportunity.

For example, a participant with dyslexia may struggle with dense text-heavy slides, while another with ADHD may find it difficult to focus during long lectures. 

Making training accessible means anticipating these needs and incorporating solutions, such as using clear fonts, structured layouts, varied teaching methods, and interactive elements that cater to multiple learning styles.

However, inclusivity is not only about disability accommodations—it also involves recognizing language barriers, socioeconomic differences, and digital literacy gaps. 

Some learners may not be native speakers of the training language, while others may lack access to high-speed internet or familiarity with online learning platforms. 

Facilitators must consider these factors and design training that is flexible, adaptable, and responsive to diverse needs.

By embedding accessibility from the start, training becomes more effective for everyone. 

The Facilitator’s Role in Inclusive Training

“We absolutely believe that for facilitators, it is your responsibility to deliver the best training you can possibly deliver. And we believe that anybody attending or booking training deserves to attend the very best training. Within that, equitable inclusivity and accessibility are so important because we want to meet everybody’s learning needs when we’re delivering training.” — Tammy Banks

Inclusive training does not happen by accident—it requires facilitators to intentionally design and deliver sessions that remove barriers and provide equitable learning opportunities for all participants.

A facilitator’s responsibility extends beyond delivering content; they must ensure that every learner can engage, participate, and retain information effectively, regardless of their learning style, disability, or background.

A major challenge in accessibility is that many participants will not disclose their needs in advance. Some may not feel comfortable sharing, while others may not even recognize that certain adjustments could improve their learning experience. 

This means facilitators cannot rely on reactive adjustments alone. Instead, they must proactively build accessibility and inclusivity into their training structure from the outset.

Key Responsibilities of an Inclusive Facilitator

1. Setting Expectations and Creating an Inclusive Atmosphere

From the beginning, facilitators should establish that accessibility and inclusivity are a priority in their training. 

This involves:

• Pre-course communication: Sending pre-session materials that outline accessibility options and invite participants to share any specific needs.
  
• Inclusive introductions: Encouraging participants to introduce themselves in a way that is comfortable for them (e.g., sharing names and pronouns in the chat).
  
• Psychological safety: Making it clear that there is no single “right” way to participate—whether speaking, using chat, taking notes, or engaging through other means.

The goal is to create a space where participants feel valued, respected, and empowered to take control of their own learning experience.

2. Delivering Training with Multiple Engagement Methods

Facilitators must avoid relying on a single delivery style and instead incorporate a variety of methods to support different learning needs. 

This means:

• For visual learners: Using structured slides, clear fonts, diagrams, and well-spaced text instead of text-heavy presentations.
  
• For auditory learners: Incorporating storytelling, discussion-based activities, and verbal recaps of key points.
  
• For kinesthetic learners: Encouraging hands-on activities, role-playing, or movement-based learning.
  
• For reflective learners: Providing written summaries, pre-reading materials, or opportunities for private reflection before group discussions.

Integrating a blend of these techniques helps facilitators keep all learners engaged and allows them to process information in ways that suit them best.

Read More: Training Delivery Methods: A Deep Dive Into 15 of the Best

3. Being Adaptive and Responsive to Individual Needs

Even with the best planning, unexpected accessibility challenges may arise during training. 

A skilled facilitator remains flexible and responsive, making adjustments on the spot as needed. This includes:

• Allowing alternative participation methods: If someone struggles with verbal participation, offer chat-based engagement or written reflections instead.
  
• Managing pacing and cognitive load: Avoid overwhelming learners with dense material—incorporate regular breaks, check-ins, and interactive moments.
  
• Encouraging self-directed learning strategies: Participants should feel empowered to take notes, doodle, use fidget tools, or engage in ways that help them focus.

Facilitators should also regularly check in with participants, asking open-ended questions such as:

• Would it help if I slowed down or provided a recap?
• Does anyone need a short break before we continue?
• Would you prefer to engage through writing rather than speaking?

These small adjustments can make a significant difference in making all participants feel included and supported.

4. Creating a Safe and Respectful Learning Environment

True inclusivity goes beyond physical or cognitive accessibility—it also involves fostering a culture of respect and safety. Facilitators can do this by:

• Encouraging diverse perspectives: Making sure that case studies, images, and examples reflect a wide range of backgrounds, identities, and experiences.
  
• Addressing accessibility gaps in training materials: Using captioned videos, transcripts, screen reader-friendly documents, and dyslexia-friendly fonts to accommodate different needs.
  
• Providing options for engagement: Giving participants choices in how they contribute to discussions, whether through voice, chat, group work, or asynchronous participation.
  
• Being mindful of trauma-informed approaches: Recognizing that some training topics may be emotionally challenging and making sure that participants feel safe expressing concerns or opting out when needed.

Facilitators who prioritize inclusivity create a more engaging and supportive learning experience for all participants. 

To make training even more accessible, specific strategies can be applied before, during, and after the session to remove barriers and enhance participation.

Practical Strategies for Inclusive Training

“It is absolutely the responsibility of the facilitator to be the very best that they can be, to understand and to learn about accessibility and inclusivity, and to make adaptations in advance where they possibly can.” — Tammy Banks

Recognizing the need for accessibility and inclusivity is only the first step—facilitators must also implement practical strategies to make training accessible to all learners. 

This involves making adjustments before, during, and after the session to remove barriers and create an environment where every participant can engage meaningfully.

1. Pre-Course Preparation

Inclusivity starts before the training session begins. Facilitators should anticipate potential accessibility needs and provide materials that allow participants to prepare in a way that suits them.

Some ways to do this include:

• Collect information about accessibility requirements in advance. A simple form or pre-course email can help participants communicate any necessary accommodations, such as captions, alternative formats, or flexible participation options.
  
• Provide materials in multiple formats. Offering content in text, video, and audio versions allows participants to engage in the way that works best for them. If using slides, make them available ahead of time in an accessible format.
  
• Use clear, straightforward language. Avoid jargon, overly complex text, or culturally specific references that may exclude some participants.
  
• Explain engagement options. Let participants know how they can contribute, whether through speaking, using chat functions, or submitting written responses.

2. Inclusive Delivery Methods

During the session, facilitators must use a variety of engagement techniques to support different learning needs. Flexibility and a willingness to adapt help ensure that no one is excluded.

• Offer multiple ways to participate. Some learners prefer speaking, while others may feel more comfortable engaging through chat, interactive polls, or written exercises.
  
• Keep visual aids clear and structured. Slides should avoid excessive text, use high contrast for readability, and include diagrams or images where appropriate.
  
• Incorporate breaks. Short pauses help participants process information, particularly those with cognitive or attention-related challenges.
  
• Include movement-based activities. Kinesthetic learners benefit from interactive elements, even in online settings, such as stretching breaks or hands-on exercises.
  
• Monitor engagement and adjust as needed. Checking in with participants helps determine if any changes would improve their ability to participate.

3. Post-Training Accessibility

Accessibility continues after the session ends. Providing follow-up resources allows participants to revisit content in the way that works best for them.

• Share recordings and transcripts. Participants who need to review information can benefit from having multiple ways to revisit the session.
  
• Offer additional reading and support materials. Supplementary resources help reinforce key concepts.
  
• Ask for feedback on accessibility. Gathering input from participants highlights areas for improvement in future training sessions.

Inclusive training requires ongoing effort and a commitment to meeting diverse learning needs. 

Practical strategies help facilitators create an engaging and supportive learning environment for all participants.

Overcoming Common Accessibility Challenges

Even with thoughtful planning, facilitators may encounter barriers that make it difficult for all participants to engage fully.

Some challenges stem from limited resources, while others arise from ingrained habits or a lack of awareness in training design. 

Identifying these obstacles and applying practical solutions helps create a more inclusive learning experience.

Here are some common challenges facilitators face when designing accessible training, along with practical solutions.

1. Time Constraints and Limited Resources

Many facilitators work under tight deadlines, making it difficult to adapt training for diverse needs. Limited budgets or technological restrictions can also make accessibility adjustments harder to implement.

Solutions:

• Use pre-made accessibility checklists to simplify preparation. These help cover key considerations such as captions, screen-reader compatibility, and engagement formats.
• Focus on high-impact adjustments first, such as providing transcripts, structuring slides for clarity, and offering materials in multiple formats.
• Take advantage of free accessibility tools, such as PowerPoint’s built-in accessibility checker, Google Docs’ voice typing feature, and auto-captioning services on video platforms.

2. Low Engagement in Online Training

Some participants struggle with engagement in virtual training environments, particularly if sessions rely too heavily on passive learning methods like long presentations or lectures.

Solutions:

• Offer multiple ways to participate, such as using chat, polls, breakout rooms, or written reflections.
• Incorporate interactive elements like real-world case studies, group activities, and collaborative exercises.
• Break up longer sessions with frequent pauses and discussion opportunities to maintain attention and reduce screen fatigue.

Read More: How to Make Your Virtual Training More Engaging

3. Reluctance to Disclose Accessibility Needs

Some participants may hesitate to disclose learning or accessibility needs due to privacy concerns or a lack of awareness about available accommodations.

Solutions:

• Normalize accessibility discussions by including a pre-course questionnaire that invites participants to share any preferences or accommodations they require.
  
• Use neutral language when discussing accessibility, such as asking about preferred learning formats rather than specific disabilities.
  
• Offer flexibility in how learners engage, making participation accessible without requiring individuals to request adjustments explicitly.

Challenges will always exist, but small, proactive adjustments can make a big difference, and you can continue to refine your training through a continual process of feedback and improvement.

Implement a Process of Continuous Improvement and Feedback

Creating accessible and inclusive training is an ongoing process. No single approach will be perfect for every participant, and as learning environments evolve, facilitators must continue refining their methods. 

Regular feedback and self-assessment help identify gaps, uncover new accessibility needs, and enhance the overall effectiveness of training.

1. Gathering Participant Feedback

Direct input from learners provides valuable insights into what works well and what could be improved. Some participants may face barriers that facilitators have not anticipated, making regular feedback an essential part of maintaining accessibility.

Strategies for collecting feedback:

• Include post-training accessibility surveys to ask participants about any challenges they faced and what adjustments could have improved their experience.
• Encourage anonymous feedback options so participants feel comfortable sharing concerns without fear of judgment.
• Ask for specific input on engagement methods, content formats, and technical accessibility to pinpoint areas for improvement.

2. Self-Assessment and Continuous Learning

Facilitators should regularly review their training methods to identify areas where accessibility can be improved. Keeping up with best practices in inclusive learning ensures that training remains relevant and effective.

Ways to improve accessibility knowledge:

• Use accessibility checklists to evaluate whether training materials meet diverse learning needs.
• Stay updated on new technology and digital accessibility tools that can enhance training delivery.
• Attend professional development courses or participate in forums on accessible and inclusive training to learn from others in the field.

3. Adapting to Evolving Needs

Accessibility requirements change as technology advances and as new challenges emerge in different learning environments. A commitment to flexibility and continuous improvement allows facilitators to meet these evolving needs.

Ways to stay adaptable:

• Monitor changes in accessibility standards and legal requirements to keep training compliant.
• Test training materials with diverse participant groups to ensure they work across different accessibility needs.
• Regularly update pre-course accessibility options based on past participant feedback.

Making accessibility a core part of training requires more than a one-time effort. 

Ongoing refinement, feedback collection, and professional growth allow facilitators to keep improving. 

Leveraging Technology for Accessibility

Technology can greatly expand accessibility in training, but it must be used intentionally to support rather than hinder learning. 

While digital tools offer solutions for various accessibility needs, facilitators should ensure that technology remains user-friendly and does not create additional barriers for participants with different levels of digital proficiency.

1. Assistive Technology and Digital Tools

Certain tools help remove accessibility barriers and improve engagement:

• Live captioning and transcription – Platforms like Zoom and Microsoft Teams offer real-time captions, while AI-powered transcription tools generate accurate session transcripts for later review.
  
• Screen reader compatibility – Training materials should be structured with proper headings and labels to work effectively with screen readers.
  
• Alternative text for images – Visual content should include descriptive alt text so that participants using screen readers can understand its purpose.
  
• Adjustable playback speeds – Offering recorded content with playback speed controls allows learners to engage with the material at their own pace.

Read More: 9 Best Online Training Software Solutions for Training Providers and In-House Teams

2. Designing Accessible Digital Content

Digital content should be formatted to support a range of learning preferences and accessibility requirements.

• Use clear fonts and high-contrast color schemes – Sans-serif fonts (e.g., Arial, Verdana) improve readability, while high contrast benefits those with visual impairments.
  
• Provide multiple content formats – Offering text-based alternatives for audio and video content ensures that all participants can access information in a way that suits them.
  
• Organize materials logically – Training platforms should use structured layouts, clear headings, and intuitive navigation to accommodate all users.

3. Balancing Technology with Human Interaction

While technology enhances accessibility, training should not become overly dependent on digital tools at the expense of meaningful interaction. Facilitators should:

• Provide non-digital engagement options – Some participants may prefer verbal discussions or written exercises over tech-based interactions.
  
• Offer technical support – Providing guidance on how to use digital tools ensures that participants feel comfortable accessing the training materials.
  
• Encourage flexibility – Allowing learners to choose how they interact with content helps accommodate different levels of digital familiarity.

Technology has the potential to make training more inclusive, but it must be applied thoughtfully. 

Conclusion 

Accessible and inclusive training removes barriers that prevent participants from engaging and learning effectively. 

Facilitators who consider different learning needs, use flexible engagement methods, and integrate accessibility tools make their sessions more effective for all participants.

Challenges such as time constraints, digital accessibility issues, and varying participant needs can be addressed through thoughtful planning and ongoing refinement. 

Collecting feedback and staying updated on best practices allow facilitators to improve accessibility over time.

Inclusive training is not an extra step—it is fundamental to delivering high-quality learning experiences. 

When facilitators commit to making training accessible, they create environments where all learners can engage fully and apply what they’ve learned.