Accessibility Statement

Accessibility Statement

Last updated: July 2025 | Next review due: July 2026
 

Griffith College Accessibility Statement

This statement applies to https://www.griffith.ie.

We’re committed to making our website accessible and user-friendly for all visitors, including people who may need additional support.

Measures to support accessibility

To help make our website accessible, we:

  • Reflect our commitment to inclusion in our EDI Statement of Commitment.
  • Integrate accessibility into internal digital.
  • Regularly review and test the accessibility of our using tools such as the Recite Me WCAG Compliance Scanner, to ensure we meet WCAG 2.2 Level AA and national accessibility standards.
  • Provide the Recite Me accessibility toolbar to support diverse user needs.

Conformance status

We aim to meet the Web Content Accessibility Guidelines (WCAG) 2.2 Level AA standard. These guidelines help make digital content more accessible to everyone, including people who use assistive technologies or require additional support.

Accessibility efforts and disclaimer

We are committed to ongoing improvement and view inclusive design as a shared responsibility across all teams involved in digital content and services.

While we are working toward full WCAG 2.2 AA compliance, we acknowledge that some legacy content or third-party material may not yet meet these standards.
This applies particularly to older content or third-party materials not created or controlled by Griffith College, where we are unable to guarantee full accessibility. Where possible, we aim to procure accessible third-party systems and encourage partners to meet recognised standards.

Known limitations

We know the following areas may not fully meet accessibility standards:

  • Some videos may not yet include captions.
  • We do not currently provide audio descriptions.
  • Occasional text over images may have insufficient contrast.
     

We’re actively reviewing and addressing these issues. If you experience a specific problem, please let us know. This is not an exhaustive list of non-accessible content.

Recite Me assistive technology

To help all users customise their experience, our site offers the Recite Me accessibility toolbar.
You’ll find this at the navigation bar ”Accessibility Tools” on every page in the top menu bar.

With this tool, you can:

  • Use text-to-speech.
  • Change background and text colours.
  • Adjust font, line height, or spacing.
  • Zoom in up to 200% without losing functionality.
  • Reflow text to fit your screen.
  • Navigate using just a keyboard.
  • Download text as MP3 files.
  • Switch to text-only mode.

Reporting accessibility problems

If you find any content or functionality you cannot access, please contact us:

We aim to respond promptly and resolve issues where possible.

If you’re unhappy with our response, you can contact the Irish Human Rights and Equality Commission (IHREC), which oversees digital accessibility in Ireland.

Third-party content

Some content, such as embedded videos and social media feeds, is provided by third parties. Where possible, we work with these providers to make this content accessible.

Technical information

Our website is designed using:

  • HTML
  • CSS
  • JavaScript
     

This ensures compatibility with modern browsers and assistive technologies. The site is also responsive, adapting to different screens and devices.

What we’re doing to improve

We:

  • Regularly test our website with automated tools and manual checks.
  • Use the Recite Me Accessibility Checker.
  • Track and address known issues as updates are made.
  • Review this statement at least once a year.

Future work

  • Improve colour contrast across all pages.
  • Ensure call-to-action buttons and text meet contrast requirements.
  • Review and enhance contrast on text over images.

In addition, we are working towards embedding a Universal Design approach across all our digital communications. This means considering the diverse needs of all users from the outset, including people of different abilities, ages, languages, and digital literacy levels.

We refer to the Centre for Excellence in Universal Design for guidance on this approach.