Platform Accessibility Conformance Report
SkilRedi aims to empower all learners to have enhanced and accessible e-learning experiences. With that goal in mind, the SkilRedi platform supports Web Content Accessibility Guidelines (WCAG) as detailed in this report. To continue improving accessibility for its users, the technical capabilities of the SkilRedi platform are regularly evaluated alongside changing WCAG guidelines.
As such, this report is a living document, and it will be updated as enhancements and accessibility improvements are made. If you discover an accessibility issue, please let us know by submitting a support request.
Based on VPAT® Version 2.5 International Edition
Voluntary Product Accessibility Template® and VPAT® are registered service marks of the
Information Technology Industry Council (ITI).
Product Information
Name of Product/Service: SkilRedi platform
Product Description: Use the SkilRedi platform to engage with interactive e-learning courses that include short video lectures, assessment, eBooks, and interactive simulation content that is disseminated to learners digitally.
Report Date: February 2026
Contact Information: support@skilredi.com
Evaluation Methods Used
Evaluation Methods Used
We tested the SkilRedi platform learner experience using both automated accessibility tools and manual tests by our internal QA team and accessibility specialists. We used desktop computers running the latest versions of Windows and macOS. Tests were performed on desktop computers with the latest versions of Windows and macOS. We used the latest versions of Chrome, Edge, Firefox, and Safari for web browser testing. We also tested keyboard-only navigation to make sure everything could be used without a mouse. We tested with assistive technologies including JAWS 2025 and NVDA 2025 on Windows; VoiceOver on macOS.
Included In Evaluation
- Learner-facing web interfaces
- Administrative and authoring interfaces
- Core navigation and page structure
- Forms, dialogs, and interactive components
- Keyboard accessibility
- Screen reader compatibility
- Visual contrast and focus visibility
- Responsive behavior across viewport sizes
Excluded From Evaluation
- End-user generated course content
- Third-party tools and integrations
- External media players
- Customer-specific customizations or themes
- Content authored outside of platform defaults
Applicable Standards and Guidelines
Applicable Standards and Guidelines
This report covers the degree of conformance with these accessibility standards/guidelines.
| Standard/Guideline | Included in Report |
|---|---|
| Web Content Accessibility Guidelines 2.0 | Level A (Yes) Level AA (Yes) Level AAA (Yes) |
| Web Content Accessibility Guidelines 2.1 | Level A (Yes) Level AA (Yes) Level AAA (Yes) |
| Web Content Accessibility Guidelines 2.2 | Level A (Yes) Level AA (Yes) Level AAA (Yes) |
| Revised Section 508 standards published January 18, 2017 and corrected January 22, 2018 | Yes |
Conformance Terminology
Conformance Terminology
We use the following terms to define conformance levels for accessibility criteria.
Supports: The functionality of the product has at least one method that meets the criterion without known defects or meets with equivalent facilitation.
Partially Supports: Some functionality of the product meets the criterion, but limitations exist.
Does Not Support: The majority of product functionality does not meet the criterion.
Not Applicable: The criterion is not relevant to the product.
Not Evaluated: The product has not been evaluated against the criterion. This can be used only in WCAG Level AAA.
WCAG 2.2 Report
Tables 1 and 2 also document conformance with section:
- Revised Section 508: Chapter 5 – 501.1 Scope, 504.2 Content Creation or Editing, and Chapter 6 – 602.3 Electronic Support Documentation.
Note: When reporting on conformance with the WCAG 2.2 Success Criteria, they are scoped for full pages, complete processes, and accessibility-supported ways of using technology as documented in the WCAG 2.0 Conformance Requirements.
Table 1: Success Criteria, Level A
Notes: SkilRedi platform output supports or partially supports all applicable WCAG 2.2 Level A
criteria.
| Criteria | Conformance Level |
Remarks and Explanations |
|---|---|---|
| 1.1.1 Non-text Content (Level A)Also applies to:Revised Section 508
|
Partially Supports | Provides accessible names and alternative text for platform-generated user interface elements, including buttons, icons, and interactive controls. Non-text content can include descriptive alternative text when properly configured.
During representative testing, isolated instances were identified where complex visual content did not fully convey all relationships through text alternatives. In limited cases involving embedded or animated visuals, alternative text was incomplete. These findings were content-dependent rather than systemic platform limitations. Guidance has been provided to support complete alternative descriptions for complex visuals. |
| 1.2.1 Audio-only and Video-only (Prerecorded) (Level A)Also applies to:Revised Section 508
|
Supports | Supports closed captions for prerecorded video-only content when caption files are provided. For prerecorded audio-only content, text transcripts may be presented alongside the media to provide an equivalent alternative.
Representative platform content includes prerecorded video with presenter narration. Caption display is supported for video content when configured. The platform does not automatically generate captions or transcripts; availability and completeness of media alternatives depend on content authoring practices. |
| 1.2.2 Captions (Prerecorded) (Level A)Also applies to:Revised Section 508
|
Partially Supports | Supports closed captions for prerecorded video content when caption files are provided. Caption display controls are available within the media player to enable or disable captions during playback.
Representative platform content includes English-language captions for prerecorded video with narration. The platform does not automatically generate captions; availability and language coverage depend on content authoring and configuration. |
| 1.2.3 Audio Description or Media Alternative (Prerecorded) (Level A)Also applies to:Revised Section 508
|
Partially Supports | Supports transcripts and supplemental descriptions where provided. Implementation may vary by content. |
| 1.3.1 Info and Relationships (Level A)Also applies to:Revised Section 508
|
Supports | Uses semantic HTML structure and appropriate ARIA attributes to programmatically convey information, structure, and relationships. Headings, lists, tables, form labels, and landmarks are implemented to ensure that content hierarchy and associations are available to assistive technologies.
Representative testing confirmed that page structure, headings, and form controls are properly exposed to screen readers and other assistive technologies. |
| 1.3.2 Meaningful Sequence (Level A)Also applies to:Revised Section 508
|
Supports | Presents content in a logical and consistent reading order that matches the visual presentation. Programmatic structure ensures that assistive technologies convey information in a meaningful sequence. Representative testing confirmed that content order remains coherent when navigated via keyboard and screen reader. |
| 1.3.3 Sensory Characteristics (Level A)Also applies to:Revised Section 508
|
Partially Supports | Does not rely solely on sensory characteristics such as color, shape, or visual indicators to convey information within core interface components. Textual labels and programmatic cues are used to communicate meaning.
During representative testing, isolated instances were identified where visual feedback indicators (such as color-based symbols for correct or incorrect responses) were not consistently reinforced with equivalent text alternatives. These findings were limited to specific content configurations and were not systemic to platform Remediation guidance has been provided to ensure that visual indicators are accompanied by text-based or programmatic equivalents. |
| 1.4.1 Use of Color (Level A)Also applies to:Revised Section 508
|
Partially Supports | Does not rely solely on color to convey information within core interface elements. Text labels, symbols, and contextual cues are used alongside color where applicable.
During representative testing, isolated content instances were identified where color distinctions in visual diagrams (such as axis indicators) were not fully described in associated text alternatives. These findings were content-dependent and not systemic platform limitations. Remediation guidance has been provided to ensure that color-based distinctions are reinforced through descriptive |
| 1.4.2 Audio Control (Level A)Also applies to:Revised Section 508
|
Supports | Supports audio playback through standard embedded media components. Audio content includes user controls for play, pause, and volume adjustment independent of system-level settings.
In standard platform configurations, audio does not play automatically without user initiation. When media is embedded using default player settings, users retain control over playback. |
| 2.1.1 Keyboard (Level A)Also applies to:Revised Section 508
|
Partially Supports | Supports keyboard navigation for core user interface components, including global navigation, menus, links, form controls, and standard content elements. Users can navigate interactive elements using standard keyboard controls such as Tab, Shift+Tab, Enter, and arrow keys.
During representative testing, limitations were identified in certain custom HTML content blocks and simulation-based components embedded within course content. In these cases, full keyboard operability was not consistently supported across all interactive elements. Specifically, some simulation interactions required mouse input and did not expose visible focus indicators or keyboard equivalents. These findings were limited to specific content implementations and were not systemic to the platform’s core navigation framework. Remediation guidance has been provided to support keyboard-accessible alternatives for custom or simulation-based interactions. |
| 2.1.2 No Keyboard Trap (Level A)Also applies to:Revised Section 508
|
Partially Supports | Does not trap keyboard focus within core interface components. Users can navigate into and out of interactive elements using standard keyboard controls.
Representative testing confirmed that global navigation, page content, dialogs, and standard interactive components allow users to move focus forward and backward without restriction. Where embedded or externally sourced interactive content is used, keyboard behavior depends on the implementation of that content. No systemic keyboard traps were identified within the platform’s core navigation framework. |
| 2.1.4 Character Key Shortcuts (Level A 2.1 and 2.2)Also applies to:Revised Section 508 – Does not apply |
Supports | Does not implement single-character keyboard shortcuts within course or platform interfaces. Standard navigation relies on conventional keyboard controls such as Tab and Enter, and standard operating system and browser keyboard commands are not overridden.
Representative testing did not identify any single-character shortcuts that would interfere with assistive technology usage. |
| 2.2.1 Timing Adjustable (Level A)Also applies to:Revised Section 508
|
Supports | Does not impose time limits on standard learning activities, including module progression and quizzes, in its default configuration. Users may remain on instructional content and assessments without automatic time expiration.
Representative testing did not identify any time-based restrictions that would require extension, adjustment, or override mechanisms. |
| 2.2.2 Pause, Stop, Hide (Level A)Also applies to:Revised Section 508
|
Supports | Does not automatically present moving, blinking, scrolling, or auto-updating content that requires independent pause or stop controls outside of standard media components. Video and audio playback include user-controlled pause and stop functionality within the embedded media player.
Representative testing did not identify auto-advancing or automatically updating content that could not be paused, stopped, or hidden by the user. |
| 2.4.2 Page Titled (Level A)Also applies to:Revised Section 508
|
Supports | Provides descriptive page titles that reflect the topic or purpose of the current view. Page titles are programmatically exposed to assistive technologies and update appropriately as users navigate between course sections and lessons.
Representative testing confirmed that browser page titles accurately identify the current page context. |
| 2.3.1 Three Flashes or Below Threshold (Level A)Also applies to:Revised Section 508
|
Supports | Does not include content that flashes more than three times in any one-second period or exceeds the general flash and red flash thresholds defined by WCAG.
Representative testing did not identify flashing or strobe-like visual effects within the platform interface or standard course content. |
| 2.4.1 Bypass Blocks (Level A)Also applies to:Revised Section 508
|
Supports | Provides mechanisms to navigate efficiently past repeated navigation elements. Users may tab through global and course-level navigation components; however, structured navigation elements, including sidebar course navigation and sequence navigation within lessons, allow users to move directly to specific content areas.
Representative testing confirmed that keyboard users can access primary content without being trapped in repeated navigation blocks. Persistent navigation elements remain in the tab order as expected but do not prevent users from reaching main instructional content. |
| 2.4.3 Focus Order (Level A)Also applies to:Revised Section 508
|
Supports | Presents focusable elements in a logical and consistent order that reflects the visual layout of the page. When navigating using the Tab key, focus moves sequentially through primary navigation, course-level navigation (such as sidebar menus), and then through the main instructional content.
Representative testing confirmed that the focus order preserves meaning and operability and follows a predictable progression aligned with the page structure. |
| 2.4.4 Link Purpose (In Context) (Level A)Also applies to:Revised Section 508
|
Supports | Provides descriptive link and button text that communicates purpose within context. Interactive elements include visible labels or programmatic names that enable users, including those using assistive technologies, to understand the function of each link or control.
Representative testing confirmed that link purpose can be determined from the link text itself or from its |
| 2.5.1 Pointer Gestures (Level A 2.1 and 2.2)Also applies to:Revised Section 508 – Does not apply |
Supports | Supports standard pointer interactions, including touchscreen gestures, but does not require multipoint or path-based gestures for core functionality. Platform features can be operated using single-point activation methods such as mouse click, keyboard input, or single-touch interaction.
Representative testing did not identify functionality that depends exclusively on complex gestures. |
| 2.5.2 Pointer Cancellation (Level A 2.1 and 2.2)Also applies to:Revised Section 508 – Does not apply |
Supports | Activates pointer-based interactions on the up-event (i.e., when the pointer is released), rather than on the initial down-event. This allows users to move the pointer away from a target before releasing to avoid unintended activation.
Representative testing did not identify pointer interactions that trigger exclusively on initial contact without a cancellation mechanism. |
| 2.5.4 Motion Actuation (Level A 2.1 and 2.2)Also applies to:Revised Section 508 – Does not apply |
Supports | Does not rely on device motion or motion actuation (such as shaking or tilting) to operate functionality. All features are accessible through standard user interface controls across desktop and mobile devices.
Representative testing did not identify motion-based interactions that would require alternative input methods. |
| 2.5.3 Label in Name (Level A 2.1 and 2.2)Also applies to:Revised Section 508 – Does not apply |
Supports | Ensures that interactive elements with visible text labels include accessible names that contain the same visible label text. This alignment supports users who rely on speech input technologies and assistive technologies that reference visible labels.
Representative testing confirmed that button and control labels are programmatically exposed and consistent with their visible text. |
| 3.1.1 Language of Page (Level A)Also applies to:Revised Section 508
|
Supports | Programmatically defines the default language of each page. In the standard configuration, pages load in English, and the HTML lang attribute is set to “en-us,” allowing assistive technologies to correctly interpret and present content.
Representative testing confirmed that the page language is properly exposed to user agents and assistive technologies. |
| 3.2.1 On Focus (Level A)Also applies to:Revised Section 508
|
Supports | Does not trigger changes of context when interface elements receive keyboard focus. Moving focus between interactive components does not automatically initiate navigation, content updates, or page transitions.
Representative testing confirmed that changes of context occur only through explicit user activation (e.g., selecting a link or button). |
| 3.2.2 On Input (Level A)Also applies to:Revised Section 508
|
Supports | Does not automatically initiate changes of context when users modify form inputs or select options. Context changes, such as navigation or content updates, occur only after explicit user action (e.g., selecting a submit button or activating a control).
Representative testing confirmed that input selections do not trigger unexpected page transitions or focus changes. |
| 3.2.6 Consistent Help (Level A 2.2 only)Revised Section 508 – Does not apply |
Partially Supports | Provides a Help mechanism that appears in a consistent location across platform pages. Representative testing confirmed that the Help button maintains consistent placement and order relative to other interface elements.
While additional support mechanisms (such as direct contact options) are not included within the evaluated interface, the presence and positioning of the available Help feature remain consistent. |
| 3.3.1 Error Identification (Level A)Also applies to:Revised Section 508
|
Supports | Identifies input errors and provides textual feedback when incorrect or incomplete responses are submitted. For assessment components, error messages are displayed to inform users of invalid or incorrect entries.
Interactive controls, such as submission buttons, remain disabled until required input selections are made, reducing the likelihood of incomplete submissions. Representative testing confirmed that error messages are presented in text and are programmatically available to assistive technologies. |
| 3.3.2 Labels or Instructions (Level A)Also applies to:Revised Section 508
|
Supports | Provides clear labels and instructions for user input fields and interactive components. Form controls, assessment items, and input elements include associated labels or descriptive instructions to guide users in completing required actions.
Representative testing confirmed that labels are programmatically associated with their corresponding inputs and are available to assistive technologies. |
| 3.3.7 Redundant Entry (Level A 2.2 only)Revised Section 508 – Does not apply |
Supports | Does not require users to re-enter information previously provided within the same process. Assessment components retain user responses during navigation, allowing learners to review and modify answers without redundant data entry.
Profile and account information entered by users is preserved within the platform and may be reviewed or updated without requiring unnecessary re-entry of previously supplied data. Representative testing confirmed that user input is retained across instructional flows and account management activities. |
| 4.1.1 Parsing (Level A)Applies to:
Revised Section 508
|
Supports | Generates standards-based HTML output for course content and interface components. Authoring inputs, including markdown and rich text editor content, are converted into structured HTML for rendering in the browser.
Representative testing did not identify markup errors that would interfere with user agents or assistive technologies parsing page content. |
| 4.1.2 Name, Role, Value (Level A)Also applies to:Revised Section 508
|
Supports | Uses semantic HTML, ARIA landmarks, and structured interactive controls to ensure that user interface components expose programmatic name, role, and state information to assistive technologies. Interactive elements such as buttons, links, form controls, and assessment components are labeled appropriately and follow a consistent structural hierarchy.
Representative testing confirmed that control labels are programmatically associated with their respective elements and that changes in state (such as selection, expansion, or validation feedback) are communicated to assistive technologies. |
Table 2: Success Criteria, Level AA
Notes: We’ll update this conformance report as enhancements are released.
| Criteria | Conformance Level |
Remarks and Explanations |
|---|---|---|
| 1.2.4 Captions (Live) (Level AA)Also applies to: Revised Section 508
|
Not Applicable | Does not provide live synchronized media within the evaluated interface. As no live audio or video streaming is hosted directly within the platform, live captioning requirements do not apply. |
| 1.2.5 Audio Description (Prerecorded) (Level AA)Also applies to: Revised Section 508
|
Supports | Prerecorded video content consists of instructor-led lectures and narrated screen walkthroughs. Visual information necessary to understand the instructional material is conveyed through the primary audio track.
Where narration sufficiently describes on-screen actions and content, a separate audio description track is not required. Representative testing confirmed that instructional videos provide verbal context for key visual elements. |
| 1.3.4 Orientation (Level AA 2.1 and 2.2)Also applies to: Revised Section 508 – Does not apply |
Supports | Does not restrict content to a single display orientation. Course content and interface components function in both portrait and landscape modes across supported devices.
Representative testing confirmed that instructional content, navigation, and interactive elements remain accessible and operable regardless of device orientation. |
| 1.3.5 Identify Input Purpose (Level AA 2.1 and 2.2)Also applies to: Revised Section 508 – Does not apply |
Partially Supports | Includes registration and account management forms that collect personal user information, including name, email address, username, demographic information, and location data.
Standard input fields such as name, email, username, password, country, and postal code are programmatically identified using appropriate input types and autocomplete attributes where supported. Certain custom or demographic fields may not map directly to standardized autocomplete tokens. Representative testing confirmed that commonly recognized personal information fields expose identifiable input purpose. Ongoing review supports alignment with available autocomplete standards where applicable. |
| 1.4.3 Contrast (Minimum) (Level AA)Also applies to: Revised Section 508
|
Supports | Meets WCAG Level AA minimum contrast requirements. Text and interactive elements maintain a contrast ratio of at least 13:1 for normal text and 21:1 for large text, consistent with WCAG 2.2 standards.
Representative testing confirmed that platform interface components and instructional content maintain sufficient contrast for readability across supported devices and display settings. |
| 1.4.4 Resize text (Level AA)Also applies to: Revised Section 508
|
Supports | Supports text resizing up to 200% without loss of content or functionality. When browser zoom is increased, page layout, navigation elements, and media components—including caption controls—remain usable and accessible.
Representative testing confirmed that resizing text does not obscure content or prevent interaction with instructional materials. |
| 1.4.5 Images of Text (Level AA)Also applies to: Revised Section 508
|
Supports | Uses real text, rather than images of text, to convey instructional and interface information wherever possible. Text content is rendered using standard HTML and CSS, allowing it to be resized, styled, and interpreted by assistive technologies.
Representative testing did not identify the use of images of text except where text presentation is essential (e.g., logos or branding elements). |
| 1.4.10 Reflow (Level AA 2.1 and 2.2)Also applies to: Revised Section 508 – Does not apply |
Supports | Supports responsive layout and reflow of content. When viewed at 320 CSS pixels in width or at 400% browser zoom, content reflows without loss of information or functionality.
Vertical scrolling is used as expected; horizontal scrolling is not required to access instructional content or core interface elements under standard configurations. Representative testing confirmed that layout adjustments preserve usability across supported screen sizes. |
| 1.4.11 Non-text Contrast (Level AA 2.1 and 2.2)Also applies to: Revised Section 508 – Does not apply |
Supports | Ensures that user interface components and graphical objects necessary for understanding content maintain a contrast ratio of at least 3:1 against adjacent colors, consistent with WCAG Level AA requirements.
Representative testing confirmed sufficient contrast for focus indicators, buttons, form controls, and other interactive elements. |
| 1.4.12 Text Spacing (Level AA 2.1 and 2.2)Also applies to: Revised Section 508 – Does not apply |
Supports | Supports user-applied text spacing adjustments in accordance with WCAG 2.2 Level AA requirements. When line height, paragraph spacing, letter spacing, and word spacing are increased to the specified WCAG thresholds, content remains readable and functional without loss of information or operability.
Representative testing confirmed that instructional content and interface components remain accessible when text spacing overrides are applied. |
| 1.4.13 Content on Hover or Focus (Level AA 2.1 and 2.2)Also applies to: Revised Section 508 – Does not apply |
Supports | Ensures that supplemental content that appears on hover or keyboard focus (such as tooltips or contextual information) remains visible while the pointer or focus is over the trigger or the content itself. Such content does not disappear unexpectedly and can be dismissed without requiring the user to move pointer focus.
Representative testing confirmed that hover- and focus-triggered content behaves consistently with WCAG 2.2 Level AA requirements. |
| 2.4.5 Multiple Ways (Level AA) |
Supports | Provides multiple methods for locating and navigating course content. Users may access instructional material through structured course topic navigation, breadcrumb links, and sequential next/previous controls within lessons.
Representative testing confirmed that learners can locate course pages using more than one navigation mechanism. |
| 2.4.6 Headings and Labels (Level AA)Also applies to: Revised Section 508
|
Supports | Uses descriptive headings and labels to identify sections, controls, and instructional content. Headings reflect the topic or purpose of the associated content, and form labels clearly describe the expected input.
Representative testing confirmed that headings and labels are meaningful, programmatically structured, and assist users in understanding page organization and functionality. |
| 2.4.7 Focus Visible (Level AA)Also applies to: Revised Section 508
|
Supports | Provides a visible focus indicator for all keyboard-operable interactive elements. When navigating using the keyboard, focus is visually indicated using a border outline that distinguishes the active element from surrounding content.
Representative testing confirmed that focus indicators are consistently displayed for navigation links, form controls, buttons, and interactive components. |
| 2.4.11 Focus Not Obscured (Minimum) (Level AA 2.2 only)Revised Section 508 – Does not apply |
Supports | Ensures that when elements receive keyboard focus, they are not fully obscured by other content such as fixed headers, navigation bars, or overlays. Focused elements remain visible within the viewport and can be identified without requiring additional scrolling adjustments.
Representative testing confirmed that keyboard focus is not hidden by persistent interface components. |
| 2.5.7 Dragging Movements (Level AA 2.2 only)Revised Section 508 – Does not apply |
Supports | Includes drag-and-drop course components; however, these interactions provide equivalent non-drag alternatives. Users may complete drag-based activities using keyboard controls or single-pointer methods such as click-to-select and click-to-place.
Representative testing confirmed that drag functionality is not the only method of interaction, and that equivalent single-pointer and keyboard-accessible alternatives are available. |
| 2.5.8 Target Size (Minimum) (Level AA 2.2 only)Revised Section 508 – Does not apply |
Supports | Ensures that interactive targets for pointer input meet the WCAG 2.2 minimum size requirement of at least 24 × 24 CSS pixels or provide sufficient spacing to prevent accidental activation. This includes drag-and-drop target zones as well as buttons, links, and other interactive controls.
Representative testing confirmed that pointer targets are appropriately sized or spaced to support accurate selection across desktop and touch interfaces. |
| 3.1.2 Language of Parts (Level AA)Also applies to: Revised Section 508
|
Not Applicable | The evaluated course content is presented entirely in English, and no passages or phrases in a different human language were identified. As no language changes occur within the content, this criterion does not apply. |
| 3.2.3 Consistent Navigation (Level AA)Also applies to: Revised Section 508
|
Supports | Presents repeated navigation components in a consistent location and relative order across pages. Global navigation and course-level navigation elements, including the collapsible sidebar, maintain consistent placement throughout the user experience.
Representative testing confirmed that recurring navigation mechanisms appear in a predictable and consistent order across course pages. |
| 3.2.4 Consistent Identification (Level AA)Also applies to: Revised Section 508
|
Supports | Consistently identifies components with the same functionality across pages. For example, “Save” is used to store a learner’s response without triggering scoring, while “Submit” is used to evaluate and score responses. “Next” and “Previous” controls consistently indicate sequential navigation within course content.
Primary navigation elements, including Course, Progress, Handouts, Instructor, and eBook, maintain consistent labeling and function throughout the platform interface. Representative testing confirmed that components serving the same purpose are labeled and programmatically identified consistently across pages. |
| 3.3.3 Error Suggestion (Level AA)Also applies to: Revised Section 508
|
Partially Supports | Provides feedback when assessment responses are submitted, indicating whether the response is correct or incorrect and displaying points awarded. In some problem configurations, additional hints or corrective guidance may be provided to assist learners in resolving errors.
However, error feedback does not consistently include explicit suggestions for correction across all problem types. The availability of detailed guidance depends on how individual assessment components are configured. |
| 3.3.4 Error Prevention (Legal, Financial, Data) (Level AA)Also applies to: Revised Section 508
|
Supports | Includes safeguards for irreversible user actions involving personal data. For example, the account deletion feature provides clear disclosure that deletion is permanent and cannot be undone. Users must confirm the action through an additional confirmation prompt before the deletion is finalized.
This confirmation mechanism helps prevent accidental irreversible data loss and aligns with WCAG 2.2 Level AA requirements for error prevention. |
| 3.3.8 Accessible Authentication (Minimum) (Level AA 2.2 only)Revised Section 508 – Does not apply |
Supports | Authentication process does not rely solely on cognitive function tests. Standard username and password authentication allows users to paste credentials into input fields and does not prevent the use of browser-based or third-party password management tools.
The platform does not require CAPTCHA challenges, memorization of additional characters, or other cognitive tests without accessible alternatives. Representative testing confirmed that authentication can be completed using standard credential management practices. |
| 4.1.3 Status Messages (Level AA 2.1 and 2.2)Also applies to: Revised Section 508 – Does not apply |
Supports | Provides programmatically exposed status messages for dynamic interactions such as assessment submissions. When a learner submits a response, feedback indicating whether the answer is correct or incorrect is presented in text and accompanied by visual indicators. These status updates are exposed to assistive technologies without requiring a change in focus.
Representative testing confirmed that submission feedback is communicated in a manner that supports screen reader users. |
Table 3: Success Criteria, Level AAA
Notes: SkilRedi platform output supports or partially supports all applicable WCAG 2.2 Level AAA criteria.
| Criteria | Conformance Level |
Remarks and Explanations |
|---|---|---|
| 1.2.6 Sign Language (Prerecorded) (Level AAA)Revised Section 508 – Does not apply |
Does not support | Does not provide synchronized sign language interpretation for prerecorded video content. While instructional videos include spoken narration and captions, separate sign language interpretation videos are not provided as part of the standard platform offering. |
| 1.2.7 Extended Audio Description (Prerecorded) (Level AAA)Revised Section 508 – Does not apply |
Not Supported | Does not provide extended audio description(s) for prerecorded video content. Instructional videos primarily consist of narrated lectures and screen walkthroughs where relevant visual information is conveyed through the primary audio track. Mechanisms to pause video playback and present extended audio descriptions are not provided as part of the standard platform functionality. |
| 1.2.8 Media Alternative (Prerecorded) (Level AAA)Revised Section 508 – Does not apply |
Not Supported | Does not provide a complete text-based media alternative that conveys all visual and auditory information for prerecorded synchronized media. While captions and transcripts may be available for some instructional videos, comprehensive media alternatives that fully describe visual context and actions are not provided as a standard platform feature. |
| 1.2.9 Audio-only (Live) (Level AAA)Revised Section 508 – Does not apply |
Not Applicable | Does not provide live audio-only content. As no live audio streams are present within the evaluated interface, this criterion does not apply. |
| 1.3.6 Identify Purpose (Level AAA 2.1 and 2.2)Revised Section 508 – Does not apply |
Not Supported | Provides standard semantic HTML and ARIA landmarks to support programmatic identification of page structure and interactive elements. However, extended purpose identification for user interface components beyond Level AA requirements, as defined in WCAG 1.3.6, is not fully implemented across the platform. |
| 1.4.6 Contrast (Enhanced) (Level AAA)Revised Section 508 – Does not apply |
Partially Supports | Interface design supports enhanced color contrast and, in many areas, meets or exceeds WCAG Level AAA contrast thresholds. Representative testing identified text and interface elements that achieve a contrast ratio of at least 7:1 for normal text and 4.5:1 for large text.
However, enhanced contrast is not consistently enforced across all user-generated or custom-styled content. As a result, full conformance with WCAG Level AAA contrast requirements is not guaranteed in all contexts. |
| 1.4.7 Low or No Background Audio (Level AAA)Revised Section 508 – Does not apply |
Not Applicable | Does not provide prerecorded audio-only content. As no audio-only media is present within the evaluated interface, the requirement for low or removable background audio does not apply. |
| 1.4.8 Visual Presentation (Level AAA)Revised Section 508 – Does not apply |
Not Supported | Does not provide user controls to adjust visual presentation settings such as foreground and background colors, line width, or text justification within the platform interface. While text is readable and can be resized using standard browser zoom functionality, enhanced visual customization options required for WCAG Level AAA conformance are not provided. |
| 1.4.9 Images of Text (No Exception) (Level AAA)Revised Section 508 – Does not apply |
Partially Supports | Uses real, selectable text to convey instructional and interface information wherever possible. However, images containing text may be present for branding or decorative purposes (such as logos), which are not rendered as selectable text.
As a result, while images of text are avoided for instructional content, the platform does not fully meet the WCAG Level AAA requirement to eliminate images of text in all cases. |
| 2.1.3 Keyboard (No Exception) (Level AAA)Revised Section 508 – Does not apply |
Partially Supports | Supports keyboard access for core platform functionality, navigation, and standard interactive components. Users can operate primary features using standard keyboard controls without requiring pointer input.
However, certain embedded or specialized course components may have keyboard interaction limitations depending on their configuration or source. As a result, full keyboard access without exception is not guaranteed for all content, as required for WCAG Level AAA conformance. |
| 2.2.3 No Timing (Level AAA)Revised Section 508 – Does not apply |
Supports | Does not impose time limits on instructional content or assessment activities. Learners may complete course materials and quizzes at their own pace without timing constraints.
Representative testing confirmed that no activities require completion within a fixed time period to achieve intended learning outcomes. |
| 2.2.4 Interruptions (Level AAA)Revised Section 508 – Does not apply |
Supports | Does not introduce automatic content updates or system-initiated interruptions during instructional activities. Course content remains stable while users engage with lessons and assessments, allowing learners to complete tasks without unexpected interruptions.
Representative testing confirmed that content does not refresh, update, or interrupt users without their initiation. |
| 2.2.5 Re-authenticating (Level AAA)Revised Section 508 – Does not apply |
Supports | Maintains authenticated user sessions for an extended duration (up to 14 days). Learners are not logged out during normal course activity due to short periods of inactivity. When authentication is required, learner progress and context are preserved, allowing users to resume course activities from where they last left off without data loss.
Representative testing confirmed that re-authentication does not interrupt ongoing learning tasks or require users to repeat completed actions. |
| 2.2.6 Timeouts (Level AAA 2.1 and 2.2)Revised Section 508 – Does not apply |
Supports | Does not impose activity-based timeouts during course interaction. Learners are not logged out due to short periods of inactivity while engaging with instructional content or assessments.
While the underlying learning management system maintains authenticated sessions for a defined duration, learner progress and context are preserved if re-authentication is required. Representative testing confirmed that users do not experience unexpected data loss due to session timeouts. |
| 2.3.2 Three Flashes (Level AAA)Revised Section 508 – Does not apply |
Supports | Does not include video, animation, or other visual content that flashes or blinks more than three times per second. Representative testing did not identify flashing content that could pose a seizure risk under WCAG Level AAA criteria. |
| 2.3.3 Animation from Interactions (Level AAA 2.1 and 2.2)Revised Section 508 – Does not apply |
Not Supported | Includes certain animations that are triggered by user interaction and do not provide a mechanism for users to disable the animation. As a result, motion effects initiated through interaction cannot be suppressed through platform-level controls, as required for WCAG Level AAA conformance. |
| 2.4.8 Location (Level AAA)Revised Section 508 – Does not apply |
Supports | Provides multiple mechanisms to help learners determine their current location within a course. Breadcrumb navigation and sidebar course navigation indicate the learner’s position within the course structure. The platform also preserves learner progress and resumes content from the last accessed location when returning to a course.
These features enable users to orient themselves within the course and understand their current position relative to the overall structure. |
| 2.4.9 Link Purpose (Link Only) (Level AAA)Revised Section 508 – Does not apply |
Partially Supports | Provides descriptive text for most links and interactive controls, allowing users to understand link purpose in context. Many links include meaningful text labels that clearly describe their destination or function.
However, some links rely on surrounding content or page context to fully convey purpose. As a result, the platform does not consistently ensure that link purpose can be determined from the link text alone in all cases, as required for WCAG Level AAA conformance. |
| 2.4.10 Section Headings (Level AAA)EN Revised Section 508 – Does not apply |
Partially Supports | Supports semantic heading structures using accessible HTML heading elements (e.g.,
through) and provides heading-based text styles for organizing content. Platform-generated pages and navigation elements use headings to convey structure and hierarchy.However, consistent use of section headings within course content depends on content authoring practices. As a result, section headings may not be present or used consistently in all instructional materials, and full WCAG Level AAA conformance cannot be guaranteed across all content. |
| 2.4.12 Focus Not Obscured (Enhanced) (Level AAA 2.2 only)Revised Section 508 – Does not apply |
Supports | Ensures that keyboard focus indicators remain fully visible when interactive elements receive focus. Representative testing confirmed that focus indicators are not obscured by fixed headers, overlays, or other interface elements across standard platform views. |
| 2.4.13 Focus Appearance (Level AAA 2.2 only)Revised Section 508 – Does not apply |
Supports | Provides a clearly visible keyboard focus indicator that meets WCAG Level AAA requirements. Focus indicators are rendered with a minimum thickness of 2 CSS pixels and maintain sufficient contrast against adjacent colors, ensuring visibility for keyboard and assistive technology users.
Representative testing confirmed that focus appearance remains consistent and perceptible across standard platform interfaces. |
| 2.5.5 Target Size (Level AAA 2.1 and 2.2)Revised Section 508 – Does not apply |
Partially Supports | Primary interactive controls, such as buttons and key navigation elements, are designed with target sizes of at least 44 by 44 CSS pixels to support pointer accessibility. However, some smaller interactive elements—such as inline links or author-generated content—may not consistently meet the enhanced target size requirement across all contexts.
As a result, full WCAG Level AAA conformance for target size cannot be guaranteed for all interactive elements. |
| 2.5.6 Concurrent Input Mechanisms (Level AAA 2.1 and 2.2)Revised Section 508 – Does not apply |
Supports | Supports concurrent use of multiple input mechanisms. Learners may navigate and interact with course content using a mouse, keyboard, or touchscreen gestures interchangeably without loss of functionality or context. Switching between input methods does not disrupt user interaction or progress within the course. |
| 3.1.3 Unusual Words (Level AAA)Revised Section 508 – Does not apply |
Partially Supports | Supports the inclusion of glossaries and explanatory content to define specialized terms, abbreviations, and domain-specific language. Content authors may provide definitions through glossaries or contextual explanations within course materials.
However, consistent identification and explanation of unusual words depend on content authoring practices. In some instances, specialized terms or abbreviations may be used without accompanying definitions, and as a result, full WCAG Level AAA conformance cannot be guaranteed across all instructional content. |
| 3.1.4 Abbreviations (Level AAA)Revised Section 508 – Does not apply |
Partially Support | Supports the inclusion of glossaries and explanatory content to define abbreviations and acronyms used within course materials. Content authors may provide expanded forms or definitions through glossaries or contextual explanations.
However, consistent expansion or explanation of abbreviations depends on content authoring practices. In some cases, abbreviations may be used without accompanying definitions, and therefore full WCAG Level AAA conformance cannot be guaranteed across all instructional content. |
| 3.1.5 Reading Level (Level AAA)Revised Section 508 – Does not apply |
Partially Support | Hosts instructional content intended for undergraduate-level learners. Course materials may include domain-specific terminology and concepts that exceed a lower secondary education reading level. Where appropriate, instructors may provide summaries, explanations, or supporting materials to aid comprehension.
However, simplified alternatives are not consistently provided for all complex content, and the platform does not enforce reading level constraints across course materials. As a result, full WCAG Level AAA conformance for reading level cannot be guaranteed. |
| 3.1.6 Pronunciation (Level AAA)Revised Section 508 – Does not apply |
Partially Support | Supports the inclusion of glossaries, explanatory content, and multimedia elements that may be used to clarify terminology and pronunciation. Content authors may provide pronunciation guidance through text descriptions, glossaries, or audio where appropriate.
However, pronunciation assistance for technical terms, formulas, or specialized vocabulary is not consistently provided across all instructional materials. As a result, full WCAG Level AAA conformance for pronunciation cannot be guaranteed for all course content. |
| 3.2.5 Change on Request (Level AAA)Revised Section 508 – Does not apply |
Supports | Does not initiate changes in context without user action. Navigation between course sections, opening of overlays, and launching of new content occurs only when explicitly requested by the learner. The platform does not automatically advance slides, open new windows, or trigger content changes without user initiation.
This behavior allows learners sufficient time to read content, complete activities, and respond to interactions at their own pace. |
| 3.3.5 Help (Level AAA)Revised Section 508 – Does not apply |
Does Not Support | Provides access to a general Help menu that links to support documentation and informational resources. However, context-sensitive help tailored to specific form fields, tasks, or interactions is not provided within course interfaces. As a result, the platform does not meet the WCAG Level AAA requirement for context-specific assistance. |
| 3.3.6 Error Prevention (All) (Level AAA)Revised Section 508 – Does not apply |
Supports | Provides multiple mechanisms to help prevent user input errors across assessments and account-related interactions. Learners can review responses before final submission and may retry individual questions or entire assessments when attempts are reset by an instructor.
For registration and account management, required fields are clearly indicated, and input is validated prior to submission. Users receive feedback on invalid or missing entries and may correct information before proceeding. These safeguards support error prevention and reduce the likelihood of unintended submissions. |
| 3.3.9 Accessible Authentication (Enhanced) (Level AAA 2.2 only)Revised Section 508 – Does not apply |
Supports | Does not impose additional authentication challenges after successful login. Users are not required to complete CAPTCHA challenges, enter secondary passcodes, or perform additional cognitive or memory-based authentication steps. Once authenticated, learners may access course content without further authentication barriers.
This approach supports accessible authentication by avoiding unnecessary cognitive loads and aligning with WCAG Level AAA requirements. |
Revised Section 508 Report
Note: SkilRedi platform output supports all applicable Revised Section 508 accessibility guidelines, as described in the following tables.
Chapter 3: Functional Performance Criteria (FPC)
Notes: SkilRedi platform supports or partially supports all applicable criteria in the following table.
| Criteria | Conformance Level |
Remarks and Explanations |
|---|---|---|
| 302.1 Without Vision | Supports | Supports operation by users without vision through compatibility with screen readers and keyboard-only navigation. Platform interfaces expose programmatic text, labels, and controls to assistive technologies, allowing users to access content, navigate course structures, and complete interactions without reliance on visual cues.
Navigation through vertical page content is primarily performed using standard reading and navigation commands provided by assistive technologies, such as arrow key navigation, rather than relying exclusively on the Tab key. Interactive elements remain keyboard accessible using standard focus navigation. This interaction pattern aligns with common screen reader usage and supports non-visual access to content. Representative testing confirmed that core platform functionality is operable using screen reader software in combination with keyboard input. |
| 302.2 With Limited Vision | Supports | Supports users with limited vision through compatibility with screen readers, keyboard navigation, and visual presentation features designed to enhance readability. On-screen text and essential interface elements meet or exceed minimum color contrast requirements (at least 4.5:1 for normal text), supporting legibility for users with low vision.
The platform supports browser-based zoom and text resizing without loss of content or functionality, allowing users to adjust visual presentation to meet their needs. Focus indicators are clearly visible and maintain sufficient contrast to support keyboard navigation for users with reduced visual acuity. Representative testing confirmed that users with limited vision can perceive, navigate, and interact with platform content using standard accessibility features. |
| 302.3 Without Perception of Color | Supports | Does not rely on color alone to convey information or indicate status. Content and interactive controls include text labels, icons with accessible names, or other non-color visual cues that allow learners who do not perceive color to understand meaning and complete tasks.
Where color is used to enhance presentation, equivalent information is also conveyed through text or programmatic indicators, ensuring accessibility for users with color vision deficiencies. |
| 302.4 Without Hearing | Supports | Supports users without hearing by providing closed captions for prerecorded video content delivered through the platform’s media players. Captions convey spoken dialogue and relevant audio information, allowing learners to access instructional content without reliance on audio.
Where audio is present, equivalent text-based alternatives such as captions or transcripts may be provided depending on content configuration, supporting access for users who are deaf or hard of hearing. |
| 302.5 With Limited Hearing | Supports | Supports users with limited hearing by providing closed captions for prerecorded video content delivered through the platform’s media players. Captions allow learners to supplement audio with visual text, improving comprehension for users who are hard of hearing.
In addition, the platform allows course authors to provide downloadable transcripts alongside video content. When made available, transcripts offer an additional text-based alternative to audio information. The availability of transcripts depends on content authoring practices rather than platform limitations. |
| 302.6 Without Speech | Supports | Does not require speech input for any functionality. Users can navigate the platform, access content, and complete interactions using keyboard, mouse, or touch input without reliance on voice commands or speech-based controls.
As no speech input is required or expected, users without speech can fully operate the platform. |
| 302.7 With Limited Manipulation | Supports | Supports users with limited manipulation by allowing core platform functionality to be operated using keyboard and mouse interactions. Users are not required to perform complex gestures, timed interactions, or fine motor movements to navigate content, complete assessments, or access platform features.
Interactive controls are designed to be operable through standard input methods, supporting users with reduced dexterity or limited motor control. |
| 302.8 With Limited Reach and Strength | Supports | Supports users with limited reach and strength by allowing courses to be navigated using a variety of input methods, including keyboard, mouse, and touchscreen gestures on mobile devices. Core platform functionality does not require sustained physical effort, precise movement, or extended reach to operate.Content authors can create instructional materials that are operable using standard input methods and do not rely on physically demanding interactions, supporting learners with limited reach, strength, or endurance. |
| 302.9 With Limited Language, Cognitive, and Learning Abilities | Supports | Supports users with limited language, cognitive, and learning abilities by providing a predictable, consistent interface and clear navigation structures. Course content is designed for a range of educational levels, including middle school, high school, and undergraduate learners, and may include age-appropriate technical or academic material.
The platform does not impose unnecessary cognitive barriers through its interface and allows content authors to provide explanatory text, structured layouts, and supporting materials to aid comprehension. Learners can progress through content at their own pace and review material as needed. |
Chapter 4: Hardware
Chapter 5: Software
Notes: SkilRedi platform supports all applicable software criteria in the following table.
| Criteria | Conformance Level |
Remarks and Explanations |
|---|---|---|
| 501.1 Scope – Incorporation of WCAG 2.0 AA | See WCAG 2.2 section | See information in the WCAG 2.2 section above. |
| 502 Interoperability with Assistive Technology | See 502.2.1-502.2.2 |
|
| 502.2.1 User Control of Accessibility Features | Supports (Through Platform Dependecy) | The platform is a web-based application delivered through standard web browsers and does not implement its own operating system-level accessibility controls. User control of accessibility features—such as screen magnification, color contrast adjustments, keyboard configuration, text size, and assistive technology support—is provided by the underlying platform software, including supported operating systems and web browsers (e.g., Microsoft Windows, macOS, and modern web browsers).
The Educate Workforce platform is designed to be compatible with these host platform accessibility features and does not interfere with user-configured accessibility settings. Supported system environments and browsers are documented in the platform’s system requirements. |
| 502.2.2 No Disruption of Accessibility Features | Supports | Does not disrupt or disable accessibility features provided by the user’s operating system or web browser. Platform content and interactions are designed to function correctly with user-configured accessibility settings, including screen readers, keyboard navigation, browser zoom, high-contrast modes, and other assistive technologies.
The platform does not override, suppress, or interfere with native accessibility controls of supported operating systems or browsers. |
| 502.3 Accessibility Services | Not Applicable (Platform Software Dependency) | Criteria 502.3.1 through 502.3.14 apply to platform software that provides native accessibility services, such as operating systems and user agents (e.g., Microsoft Windows, macOS, and web browsers such as Google Chrome). The SkilRedi Platform is a web-based application and does not implement or expose its own native accessibility services.
Accessibility services used by assistive technologies are provided by the underlying operating system and web browser. The SkilRedi Platform publishes standards-based HTML content that is designed to be compatible with these host platform accessibility services and does not interfere with their operation. |
| 502.4 Platform Accessibility Features | Not Applicable (Platform Software Dependency) | Criteria under 502.4 applies to platform software that provides native accessibility features, such as operating systems and user agents (for example, Microsoft Windows, macOS, and web browsers such as Google Chrome). SkilRedi is a web-based application and does not implement or provide its own platform-level accessibility features.
Accessibility features such as screen magnification, high-contrast modes, keyboard configuration, and assistive technology integration are provided by the underlying operating system and web browser. SkilRedi is designed to be compatible with these platform-level accessibility features and does not interfere with their operation. |
| 503 Applications | See 503.2-503.3 |
|
| 503.2 User Preferences | Supports | Provides user-configurable account preferences that persist and apply across sessions. Users may select their preferred interface language, and the platform updates displayed content and interface text accordingly. Users may also specify their time zone, which is used to present date- and time-based information consistently.
These preferences are stored at the account level and are respected throughout the platform experience. While the platform does not provide additional user interface customization options such as color themes or layout controls, the available preferences function as intended and do not interfere with assistive technology usage. |
| 503.3 Alternative User Interfaces | Supports | Does not provide separate alternative user interfaces. The primary course interface is designed to be operable with platform accessibility services, including screen readers and keyboard navigation. Course content and interactive elements are programmatically exposed using standard web technologies to ensure compatibility with assistive technologies.
As a result, users can access and interact with course content without requiring a separate or alternate interface. |
| 503.4 User Controls for Captions and Audio Description | See 503.4.1-5.3.4.2 |
|
| 503.4.1 Caption Controls | Supports | Media players provide user controls for both audio volume and closed captions. Caption controls are available at the same menu level as volume and playback controls, allowing users to easily enable or disable captions during video playback.
This design ensures that caption functionality is discoverable, operable, and accessible to users who are deaf or hard of hearing. |
| 503.4.2 Audio Description Controls | Not Applicable | Media players do not provide audio description tracks as part of standard video playback. As audio description is not provided within the evaluated media content, controls for enabling or disabling audio description are not applicable. |
| 504 Authoring Tools | See 504.2-504.4 |
|
| 504.2 Content Creation or Editing | See WCAG 2.2 section | See information in the WCAG 2.2 section above. |
| 504.2.1 Preservation of Information Provided for Accessibility in Format Conversion | Supports | Preserves accessibility information when content is presented or rendered through supported delivery formats. Accessibility features such as text alternatives, semantic structure, labels, and captions are maintained as content is delivered through standard web technologies and media players.
When course content is authored using supported tools and formats, accessibility-related information (including headings, alternative text, and captions) is retained during presentation and playback. The platform does not remove or alter accessibility of metadata during normal content rendering or media delivery. |
| 504.2.2 PDF Export | Not Applicable | Does not provide functionality to export course content or platform content to PDF format. As no PDF export or PDF generation features are implemented within the platform, requirements related to preservation of accessibility information during PDF export do not apply. |
| 504.3 Prompts | Partially Supports | Provides limited prompts and structured authoring fields that support accessible content creation, such as dedicated fields for alternative text and captions when configuring media content. However, the platform does not perform comprehensive validation or generate prompts to indicate missing WCAG requirements across all content types.
Responsibility for ensuring full accessibility conformance of authored content rests with content authors. The platform supports accessible authoring practices but does not enforce or automatically flag all potential accessibility issues. |
| 504.4 Templates | Supports | Provides reusable course structures and content components that support accessible authoring practices. Platform-generated templates and default content layouts use standard semantic HTML, accessible headings, labeled form controls, and keyboard-operable components.
When authors create courses using built-in platform components and default templates, accessibility features such as structural markup and labeling are preserved. While content accessibility ultimately depends on authoring decisions, the templates and components provided by the platform do not introduce accessibility barriers and support compliance with applicable accessibility requirements. |
Chapter 6: Support Documentation and Services
Notes: SkilRedi platform features are documented electronically, and we strive to support everyone according to their communication needs.
| Criteria | Conformance Level |
Remarks and Explanations |
|---|---|---|
| 601.1 Scope | ||
| 602 Support Documentation | See 602.2-602.4 | |
| 602.2 Accessibility and Compatibility Features | Supports | Platform provides accessible content and operates in environments compatible with common assistive technologies, and information about accessibility and compatibility features is documented and publicly available. The platform is built on the Open edX technology stack, which includes comprehensive accessibility guidance and resources for developers and educators. Relevant documentation covers accessibility best practices, guidelines for creating accessible content, and tools to support learners with diverse needs.
These resources describe supported accessibility features, compatibility with assistive technologies, and recommended practices to help content creators produce accessible instructional materials. Supported system environments and browser compatibility details are also documented and maintained as part of the platform’s support resources. |
| 602.3 Electronic Support Documentation | Supports | Examples of this accessibility documentation include: |
| 602.4 Alternate Formats for Non-Electronic Support Documentation | Not Applicable | SkilRedi platform features are documented electronically. |
| 603 Support Services | See 603.2-603.3 | |
| 603.2 Information on Accessibility and Compatibility Features | Supports | We provide support via email and knowledge base articles. |
| 603.3 Accommodation of Communication Needs | Supports | We can be reached 24/7 via email. Let us know if you have specific communication requirements. |