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Accessibility & Compliance

Learning accessibility is not a checklist. It is a design stance grounded in research, practice, and human variability.

Every B Optimal tool and toolkit is built to anticipate and accommodate diverse learners—so students can engage meaningfully, demonstrate learning authentically, and succeed within their own circumstances.

FOR ACCESSIBILITY & PROCUREMENT TEAMS

What you'll find on this page

  • How we define learning accessibility as a design stance.

  • The six criteria we use to guide tool design.

  • Technical standards we align with (WCAG, Section 508, ADA).

  • How to request VPAT, HECVAT, and accessibility statements.

For specific questions, contact janine@boptimalconsulting.com.

DESIGN STANCE

Our commitment to learning accessibility

We treat learning accessibility as a core design requirement, not an afterthought, bolt-on, or a separate track of work.

We build learning tools that:

  • ​reduce cognitive load

  • support variable pacing and flexibility

  • provide clear, predictable structure

  • enhance learner agency and self-regulation

  • avoid bandwidth or device barriers

  • ensure privacy-first, FERPA-safe access

  • meet technical accessibility standards across platforms

Every learner's goals are valid, and our tools support diverse pathways toward them.

Accessibility as a structural property

  • Accessibility is designed into the structure of each tool: the flow of decisions, the way information is chunked, and the options students have to move through the work.

  • We focus on conditions that make learning possible for more students:

  • reducing avoidable friction in the interface and instructions

  • providing clear prompts and predictable next steps

  • keeping technical requirements light and widely compatible

DEFINITION

How we define learning accessibility

Learning accessibility is the proactive design of resources that allow all learners to:

  • perceive content clearly

  • engage meaningfully

  • demonstrate learning authentically

  • succeed within their own circumstances

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This definition centers real learning conditions, not special processes. It does not require additional documentation, separate systems, or a separate track of accommodation to be useful.

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Formal accommodations remain essential for many students. Our goal is to reduce the number of barriers that require them in the first place.

CRITERION 1

Perceivability & format flexibility

Content is clear, legible, and structured to work across common devices and form factors. Layout and typography support readability, and key information is not locked inside single formats.

CRITERION 2

Cognitive accessibility

Information is chunked and scaffolded. Prompts follow a logical sequence, and visual design reduces cognitive load rather than adding to it.

CRITERION 3

Learner agency & self-regulation

Tools provide transparency, choices, and metacognitive support so students can see what they are doing, why they are doing it, and how to adjust.

CRITERION 4

Temporal flexibility

Students can work at their own pace, within their schedules, and around life constraints. Tools are designed to be paused, resumed, and revisited.

CRITERION 5

Social & emotional accessibility

Language and framing communicate belonging, normalize struggle, and reduce intimidation or stigma—especially around help-seeking and capability gaps. Learn more →

CRITERION 6

Economic & privacy accessibility

Tools work on common devices, require minimal bandwidth, and collect no student data. Access is FERPA-safe and does not depend on students creating accounts. Learn more →

STANDARDS

Technical accessibility compliance

All B Optimal tools and toolkits are designed to meet or exceed:

  • WCAG 2.2 Level AA

  • Section 508

  • ADA Title II (Higher Education)

  • New York State accessibility mandates

 

We work with institutional partners to ensure tools can be reviewed within existing accessibility, IT security, and procurement frameworks.

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For institution-specific requirements beyond these baselines, contact us to discuss review processes and timelines.

COMPLIANCE

Compliance documentation for procurement

We provide full documentation for institutional accessibility, procurement, and IT review, including:

  • Voluntary Product Accessibility Template (VPAT)

  • HECVAT

  • Tool-specific accessibility statements

To request documentation, email:

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Please note which documents you need (VPAT, HECVAT, or both) and which tools or suites are in scope for your review. We will confirm receipt and provide the requested files.

UDL ALIGNMENT

Aligned with Universal Design for Learning (UDL)

Our work aligns with Universal Design for Learning (UDL) principles, ensuring that tools support multiple ways to access, process, and demonstrate learning.

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Specifically, tools are designed to support:

  • Multiple Means of Engagement – students can engage through planning, reflection, and structured action.

  • Multiple Means of Representation – instructions, prompts, and supports are presented clearly and consistently.

  • Multiple Means of Action & Expression – students can show their thinking, choices, and strategies in flexible, authentic ways.

 

UDL alignment is built into the interaction design of each tool, not added as a separate layer.

CONTACT

Accessibility, procurement, and compliance questions

For accessibility, procurement, or compliance questions, contact:

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