Amplify is committed to building products that address the needs of all learners. Over the past year, we have made significant strides in a long-term effort to update and improve accessibility-related features in Amplify ELA, including but not limited to screen readability, keyboard navigation, and assessments.

Screen readability: We've made the majority of content screen-readable in the digital program. This means users who employ text-to-speech tools and screen readers like VoiceOver, NVDA, and ChromeVox are able to hear the text they see. This meets a critical need for students and teachers with visual impairments, and is also sought out as a support among learners who benefit from audio as a reading comprehension aid.

Keyboard navigation: We've added keyboard navigational support across the majority of the digital teacher and student experiences. This means that users who rely on the keyboard in lieu of a mouse or trackpad to navigate through and access content will be able to do so. This meets a critical need for students and teachers with physical impairments and/or manual dexterity issues, where keyboarding is the easiest (and sometimes only) way to access digital content.

Skip to main content: A best practice for web accessibility is to provide users an easy way to skip over common navigational elements, such as navigational menus. We've implemented this “Skip to main content” feature for screen reading software across the digital Teacher and Student Editions and eReader. This allows users who rely on screen reading and keyboard navigation to access the heart of the content in a more efficient way.

Auto read-aloud for assessments (coming soon): In an effort to better support all learners, we've added an audio read-aloud function to digital unit assessments. This feature allows any student to turn on an automated reading of individual question items, as well as speed up or slow down the rate of reading and pause the audio at any point. Audio is available for multiple choice questions and writing prompts.

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