Legal information
Accessibility Statement
Our approach to accessible website information and participation in remote learning.
Last updated: 09/24/2026
1. Purpose and scope
Pryden Scholar wants information about its online educational services to be usable by people with different access needs. This statement describes the accessibility approach for the website and explains how to discuss participation needs for a course, private session, workshop, or customized program. The company began on September 24, 2026, and is developing its service arrangements as a newly established provider.
Accessibility is relevant to both information and delivery. A readable website does not automatically make every outside video platform, document, activity, or training format accessible. Requirements should be considered in the context of the service actually offered. This statement does not claim a completed independent accessibility certification or that every component of a future learning program has already been assessed.
2. Website design approach
The website uses a consistent heading structure, readable text, identifiable controls, and visible keyboard focus. Navigation labels describe the sections they open. Images used to illustrate remote learning have text alternatives where the image conveys information, while decorative details should not create unnecessary screen reader announcements. Layouts are intended to adapt to different screen widths.
Information such as a price, field label, or validation message should not rely on color alone. The company contact details are provided as readable text. Buttons are labeled with the action they perform rather than an unexplained symbol. These choices support access, but individual combinations of devices, browsers, assistive technology, and user settings can still reveal issues that require review.
3. Keyboard navigation and modal forms
Visitors can move through navigation and form controls using a keyboard. The learning enquiry modal provides a labeled dialog, a visible Close control, and Escape-key closing. Keyboard focus is kept within the open dialog and returns to the control that opened it when the dialog closes. The service list supports keyboard selection and includes the program price in each paid option.
The form uses explicit labels and inline validation messages. Required information is checked before the local confirmation appears, and the first field needing attention receives focus. The confirmation is presented as a status message. The form does not send or store the enquiry answers. If a visitor cannot use a particular control, direct contact details remain available for discussing a learning service.
4. Text, zoom, contrast, and motion
The design uses clear text and contrasting foreground and background colors. Responsive layouts are intended to preserve reading order and usable controls when the available width changes. Visitors may use browser or device settings to increase text size or zoom. Content should remain understandable without requiring a precise pointer movement or an ability to distinguish similar colors.
The website does not rely on animated illustrations to explain its services. Subtle interface transitions respect a reduced-motion preference. A person should not need animation, sound, or a timed visual effect to understand a service price or complete the enquiry interface. If increased zoom exposes clipping, overlapping text, or a control that cannot be reached, report the affected page and setting so the issue can be considered.
5. Learning participation needs
Before arranging a service, tell Pryden Scholar about an access need that affects participation. Relevant requests might concern captions, a written explanation of a live activity, an alternative document format, additional preparation time, or a way to participate without using a particular interaction. The available arrangement depends on the subject, delivery format, platform, and nature of the request.
The company should discuss the request before the purchaser commits to a format that cannot meet a necessary need. A request is not a promise that every possible adaptation is already available, but it should be considered in good faith and in accordance with applicable obligations. Information about a disability or health condition should be limited to what is genuinely needed to understand the participation requirement.
6. Materials and alternative formats
Learning materials should be prepared with attention to structure, readability, and the way participants will use them. Depending on the agreed format, this can involve meaningful headings, text that can be selected, descriptions for informative images, and avoiding an image-only document when an accessible text version is needed. Materials development projects should identify accessibility requirements in the brief before work begins.
If a participant encounters a document or activity that is difficult to access, identify the item and describe the difficulty. A suitable alternative can be discussed where reasonably available and required. Do not assume that an alternative has been prepared unless it is included in the program arrangements. The objective is effective access to the educational content, rather than simply adding a general claim of accessibility to a page.
7. Outside platforms and known limits
Live sessions, document delivery, and payment administration may use outside providers. Their accessibility features and limitations can change independently of this website. The provider and participation requirements should be confirmed before the service. A platform's advertised feature does not necessarily work identically on every device or with every assistive technology.
Pryden Scholar does not claim to control every third-party system. Where a known limitation affects a participant's access, the parties should consider a reasonable alternative or another appropriate arrangement before delivery. A third-party limitation is not automatically a reason to disregard an applicable accessibility duty. No specific outside platform is represented by this statement as already approved for every type of learning need.
8. Standards and ongoing review
The Web Content Accessibility Guidelines, including WCAG 2.2 Level AA, are a useful reference for evaluating web content. Pryden Scholar uses accessible design principles as a target for improvement. This statement is not an assertion of verified complete conformance, an audit certificate, or a guarantee that no accessibility issue exists.
Review should consider actual use, including keyboard access, reading order, form feedback, zoom, contrast, and how assistive technology encounters interactive controls. An automated check alone does not establish that a website or learning experience is accessible. We prioritize reported issues that prevent access to service information or participation and update this statement when a material change affects the approach described here.
9. Reporting a barrier
To report an accessibility barrier, contact Pryden Scholar directly using the details below. Include the page or material, the action you were trying to complete, and a brief description of the difficulty. If helpful, identify the device, browser, zoom level, or assistive technology involved. Do not provide unrelated private information or a medical history to report a website issue.
Explain any alternative way you can receive information or discuss the service. A concern should be assessed in relation to the affected task and available arrangements. This statement does not promise a fixed resolution time for every report or represent a particular change as complete before it has been reviewed. The website's local enquiry form does not transmit an accessibility report, so use a direct contact method.
10. Rights and contact
This statement describes the company's approach and does not limit any right or obligation under applicable accessibility or nondiscrimination law. Access needs should be considered alongside the educational scope rather than treated as unrelated to service planning. A visitor may contact the company to discuss the website, proposed learning delivery, or educational materials.
The contact information below can be used for an accessibility enquiry or report. Postal correspondence should identify Pryden Scholar and the relevant service or website issue. If you are arranging training for a team, explain any participation requirements that need to be included in the brief so that the delivery plan can be discussed before enrollment or project work begins.
Contact Pryden Scholar
- learning@prydenscholar.com
- Address
- 123 S Cleveland Ave
Loveland, CO 80537
Larimer County - Phone
- +1 843 469 1730