1. Our accessibility approach
Accessibility is part of product design, content authoring, testing, and support. Core experiences are intended to provide semantic page structure, labeled controls, visible focus, keyboard operation, responsive reflow, sufficient contrast, understandable errors, and alternatives when information would otherwise rely only on color, motion, sound, or pointer gestures.
2. Learning and assessment experiences
Mathematical activities can involve diagrams, drag-and-drop, manipulatives, painting, number lines, equations, audio, animation, or spatial relationships. We aim to provide keyboard-accessible operation, instructions, labels, equivalent answer paths, captions or transcripts, and nonvisual descriptions where those alternatives preserve the skill being measured.
An accessibility preference is not automatically an approved testing accommodation. Schools and authorized staff control assessment accommodations, and delivery rules should preserve both access and the validity of the measurement.
3. Supported features and ongoing work
Our accessibility work includes:
- keyboard navigation and visible focus across shared navigation and forms;
- semantic headings, landmarks, labels, status messages, and error identification;
- zoom, text reflow, touch-target, reduced-motion, and color-contrast support;
- screen-reader names and instructions for common question families;
- captions, transcripts, and playback controls for instructional media where available;
- authoring and publication checks that identify missing accessibility information.
Complex canvas activities, spatial interactions, third-party content, creator-authored questions, and some combinations of browsers and assistive technologies may still present barriers. These areas remain part of ongoing testing and remediation.
4. Compatibility
For the best experience, use a current version of a major browser and current assistive technology. Very old browsers, unsupported operating systems, browser extensions, and third-party embedded content may not provide the same level of access. Schools should validate required device and assistive-technology combinations before a high-impact assessment deployment.
5. Report an accessibility barrier
If you cannot access a page, control, question, video, report, or document, email hello@acdmath.com. Include the page address, the task you were trying to complete, the device and browser, any assistive technology used, and a description of what happened. Do not include a student's answer, disability, assessment result, or other sensitive information unless support has provided a secure method for doing so.
We will review the issue, provide an accessible alternative when reasonably available, and use confirmed barriers to guide remediation.
6. Statement updates
This statement will be updated as audits, user feedback, product releases, and accessibility testing change the platform's status.