Resources that take too long to adapt
Worksheets, textbooks, slides, diagrams and exam-style materials need modifying faster than staff time allows.
For education settings
Learning access that works in real lessons
Learning access, modified resources, visual impairment support and practical guidance for school and college staff — built around what classrooms can actually sustain.
Support can include screen readers, magnification, accessible documents, modified large print, classroom devices, staff routines and practical implementation of specialist recommendations.
No jargon needed. Start with the barrier, not the solution.
Who this is for
Is this the right page for you?
This page is for SENCOs, teachers, teaching assistants and support services in schools and colleges, supporting learners with visual impairment or other access needs.
You may have a learner whose resources take hours to adapt, equipment that is not being used in lessons, or recommendations from a specialist service that need turning into classroom practice.
Support can focus on one learner, one subject, one resource workflow or whole-setting approaches to accessible learning.
Common access barriers
Problems that often lead people here
Technology that stays in the bag
Devices and software that were provided but never became part of how the learner actually works in lessons.
Staff confidence gaps
Teaching and support staff who want to help but have never been shown the practical side of the learner's access setup.
Access routines that do not survive the school day
A setup works in one-to-one support but falls apart when lessons move quickly, staff change or resources arrive late.
Transitions that lose progress
Access routines fall apart when the learner changes class, school, phase or examination demands.
How AGL Access Works can help
Practical, person-first support
I look at the learning tasks first — what the learner needs to do in lessons — and then at resources, technology and staff routines around those tasks.
Guidance is practical and honest about workload. A resource workflow only helps if staff can keep it running every week, so recommendations are built around what the setting can sustain.
I can work alongside sensory support services, families and exam access arrangements, complementing their roles rather than duplicating them.
What the support may include
- Review of learning tasks, resources and formats
- Modified and accessible resource workflows
- Classroom assistive technology setup and embedding
- Screen reader, magnification or keyboard-access routines
- Practical training for teaching and support staff
- Liaison with sensory services and families
- Transition planning so access routines survive change
The process
How support usually works
Tell me what is difficult
Start with one task, barrier or situation.
I identify the barriers
I look at the person, task, tools, setting and support around them.
We test practical solutions
Options are tried against real devices, documents and routines.
You receive clear recommendations
Next steps are written so others can understand and act on them.
Support can continue if needed
Training, follow-up and handover can keep the access route working.
Related services
Services that often help here
Education Access Support
Guidance for schools and colleges around visual impairment, modified resources and accessible technology.
Assistive Technology Setup
Setup, configuration and practical support for devices, software and access tools.
Implementation Support
Follow-up support to make sure recommendations work in real life, not just on paper.
Private visual impairment and assistive technology support
Start with one access issue.
Tell me what is difficult, what has already been tried, and what you would like to be easier. You do not need to know the technical name or the right solution.