1. Statement of Commitment. We reaffirm our commitment to the right to inclusive education and equal opportunities for all people. We are guided by the principle of equity to facilitate the full development of the individual through education and to overcome any form of discrimination, acting as a compensating factor for inequalities arising from various types of disability. To this end, we apply certain principles of Universal Design for Learning (UDL), committing to provide our students with multiple means of representation, action, expression, and engagement with information. We uphold respect for diversity and ensure that our educational offering is accessible.
2. Scope. This policy applies to all relationships whose purpose is the provision of our educational goods and services to the public. It therefore applies to:
Who it applies to: enrolled students, prospective students, teaching and administrative staff, as well as any person who requires our services or interacts with the academy.
Where it applies: it covers both access to our facilities, classrooms, and physical premises, as well as our procedures, support services, and online (virtual campus).
3. Curricular and Methodological Adaptations. To meet the diverse needs of all our students, we adopt the relevant organisational, methodological, and curricular measures.
Methodology and materials: we establish flexibility measures and specific methodological alternatives in language teaching. For students with specific educational support needs, we implement tutoring sessions and reinforcement courses. To address different learning styles, we develop materials in physical and digital formats with various textual, graphic, and auditory supports. To integrate students with diverse access conditions, we offer in-person and online modes, as well as audiovisual recordings of classes for asynchronous viewing across different devices (mobile phones, laptops, tablets, etc.). Through our working platform, we seek to promote accessible educational systems, materials, and supports.
Timings and assessments: we make the necessary reasonable adjustments . We ensure that no person with a disability is excluded from knowledge and assessment tests, making the relevant organisational adaptations (allocation of accessible spaces), methodological adaptations (private reading aloud, writing support), and time adaptations (extension of the test duration or adjustment of deadlines) to guarantee universal accessibility.
4. Physical Accessibility. Our buildings and physical spaces meet the basic accessibility and non-discrimination conditions required by law.
Facilities: we ensure access to our premises and publicly accessible classrooms through lifts, accessible bathrooms, and adequate signage.
Assistance and accompaniment: we allow free access for users of assistance dogs (such as guide dogs) to all our spaces at no additional cost. Likewise, personal assistants or support persons have the right to enter accompanying the student who requires it.
Priority attention: people who require special support due to their disability will receive priority attention in our services and waiting times.
5. Digital Accessibility. We offer broad accessibility on our website and its documents, translated into French and English and, recently, also into Mandarin Chinese and Arabic.
Website and working platform: we incorporate certain regulatory accessibility and compatibility criteria, such as ensuring that all functions available on our website can be operated by keyboard and that the web code is valid to ensure that screen readers, browsers, and other devices correctly interpret the content.
We continue to update our systems and procedures to promote the full equity and inclusion of our student community and our staff.
