Perceivable
Information should be presented in ways that people can recognise through sight, sound or suitable alternatives.
Accessibility at the Xtreme Virtual Campus
Learning should not become harder because of the way a website is built.
Internet Learning Solutions (Pty) Ltd is working to make its public websites and learning routes usable by as many people as reasonably possible, including people who use assistive technologies or experience visual, hearing, motor, cognitive, language or learning barriers.
Our commitment
We aim to remove unnecessary digital barriers.
The Xtreme Virtual Campus brings together public information, diagnostic assessment, guided remediation, educational resources, Moodle activities, Pedagogical Engineer Channels and the Over-the-Shoulder AI Tutor. These routes do not all use the same technology, and they may not yet offer the same level of accessibility.
We are progressively working toward the relevant requirements of the Web Content Accessibility Guidelines (WCAG) 2.2 at Level AA. This is an improvement goal and must not be read as a claim that every XVC page, historic resource or external platform has been formally audited or fully conforms.
Where a learner encounters a barrier, we encourage them, a parent, guardian, teacher or support person to contact us so that we can understand the difficulty and consider a reasonable alternative.
The standard we work toward
Accessible content should be perceivable, operable, understandable and robust.
Operable
Navigation and controls should be usable with different input methods, including a keyboard or voice where applicable or possible.
Understandable
Pages, instructions and learning routes should be organised clearly and behave as predictably as possible.
Robust
Content should use sound structure so that browsers and assistive technologies can interpret it reliably.
Measures used on the public sites
The accessibility of a page begins with its structure.
Clear page structure and headings
Pages use meaningful headings, landmarks and sections to make their purpose and order easier to understand.
Keyboard-aware navigation and controls
Links, buttons and the mobile navigation are designed to remain available without relying only on a mouse or touch screen.
Responsive layouts and readable text
Public pages are designed to reflow across desktop, tablet and phone screens without requiring a fixed screen size.
Meaningful labels and image alternatives
Navigation, buttons and important images should have labels or alternative text that communicates their function.
Restrained movement and visual design
The site avoids unnecessary animation, flashing content and crowded layouts that may make reading or concentration more difficult.
Human support remains available
When the digital route is not sufficient, visitors can use the Speak to a Real Human page to request help.
Known limitations
Not every part of the wider learning environment is equally accessible yet.
Older or specialist learning resources
Some historic materials, interactive activities, mathematical layouts, diagrams or offline files may need individual review or alternative explanations.
Mathematical notation and visual reasoning
Equations, graphs, geometry and image-based questions may not be interpreted equally well by every screen reader or assistive technology. A text explanation or human-guided alternative may sometimes be required.
Video and audio content
Some older videos may not yet include complete captions, transcripts or audio descriptions. These will be improved progressively where reasonably possible.
Third-party platforms
The Campus links to services such as Moodle, YouTube, Google Forms, PayFast, html files and the Over-the-Shoulder AI Tutor. We can choose and configure these services carefully, but we do not control every aspect of their accessibility.
No blanket conformance claim
This statement records our direction and current approach. It does not certify that the entire XVC ecosystem has passed a complete independent WCAG 2.2 Level AA audit.
Request assistance
Tell us where the barrier occurred and what you were trying to do.
Identify the page, course or activity.
Include the page address, course name, Channel name or a screenshot where possible.
Describe the difficulty.
Tell us what happened, what you expected to happen and which part prevented you from continuing.
Mention the technology being used.
It may help to include the device, browser, screen reader, keyboard control, magnification or other assistive technology involved.
Explain the alternative you need.
For example, you may need a text explanation, clearer instructions, another file format or direct human assistance.
Continuing improvement
Reporting a barrier helps us improve the route for the next learner too.
Accessibility is considered as new public pages and learning resources are created, and existing material may be improved progressively as barriers are identified.
Speak to a real human
This accessibility statement was last reviewed on 30 June 2026.
