Inclusivity Policy for Learners

  1. Purpose This Inclusivity Policy ensures that all learners, regardless of background, ability, or circumstance, have equal access to learning opportunities. Our organisation is committed to fostering an inclusive learning environment where diversity is respected, and all individuals feel supported in achieving their learning goals.
  2. Commitment to Inclusivity We are dedicated to providing an accessible and inclusive learning experience by:
  • Creating a welcoming and respectful environment for all learners.
  • Providing reasonable adjustments to support diverse learning needs.
  • Ensuring that our course materials and delivery methods accommodate different learning styles and accessibility requirements.
  1. Accessibility & Reasonable Adjustments We offer the following adjustments to ensure full participation for all learners:
  • Alternative Formats: Course materials available in large print, screen-reader-friendly formats, and other accessible versions upon request.
  • Flexible Learning Options: Where possible, learners may access recordings of virtual sessions or request additional support for content clarification.
  • Extended Exam Time: Learners who require additional time for assessments due to a disability or learning need can apply for exam accommodations in line with APM’s policies.
  • Physical & Digital Accessibility: Training venues (where applicable) are assessed for accessibility, and online platforms used are designed to be inclusive.
  1. Support & Confidentiality
  • Learners are encouraged to disclose any support needs upon registration to ensure appropriate adjustments are made in a timely manner.
  • Any disclosed information is handled with strict confidentiality and used only to facilitate necessary support.
  • Trainers and staff are provided with guidance on supporting diverse learning needs sensitively and effectively.
  1. Inclusive Teaching & Learning Practices
  • Course content is designed to be relevant and inclusive, ensuring diverse examples and case studies are used.
  • A range of teaching methods (e.g., visual, auditory, and practical learning) is employed to cater to different learning preferences.
  • Trainers receive regular professional development on inclusivity and accessibility best practices.
  1. Monitoring & Continuous Improvement
  • Feedback is collected from learners regarding inclusivity and accessibility to identify areas for improvement.
  • Policies and practices are reviewed annually to align with best practices and evolving learner needs.
  1. Reporting Concerns
  • Learners who experience barriers to participation or have concerns about inclusivity can report these confidentially to the General Manager.
  • All concerns will be addressed promptly, with reasonable steps taken to ensure inclusivity concerns are resolved effectively.