Workplace & Learning

PCC Learning can support

Access and Inclusion

PCC Learning are committed to building inclusive and accessible workplaces, services and communities. We are driven by the principles of universal design and inclusive practice. This means that we believe that businesses, services and environments designed with all users in mind, deliver better impact for all.

The moral case aside, evidence suggests that inclusive practice brings huge benefits to both organisations and individuals, including:

  • Health and wellbeing
  • Satisfaction
  • Productivity – high-performing teams, innovation and problem solving
  • Reputation
  • Recruitment and retention
  • Targeting resources where they are most needed
  • Compliance


We believe that organisations who know exactly what inclusive practice means to them and how it benefits themselves, their staff and their customers, are the ones who can truly benefit.

Our In-SIGHT service, which draws on over 20 years of delivering inclusive practice and disability support in diverse settings, supports you in articulating this and in agreeing actions that will help you build and embed inclusive practices.

We use our experience to shine a light on where and how staff at all levels may face barriers resulting from environmental factors, such as policies, practices and behaviours, and what steps you can take to remove these barriers. These are often relatively simple steps but they need careful planning and consistent support to ensure that they achieve the desired results.

To help you consider what access and inclusion mean to you or how inclusive your services are, we encourage you to complete a quick self-assessment. Alternatively, you may already have a clear idea of what you wish to improve and where you need support and further insights, in which case we will gladly discuss these with you.

For your free self-assessment or to book a no obligation chat.

We support you in understanding what access and inclusion and inclusive practice means to you.
We help you to identify what is happening in terms of access and inclusion in the areas that are important to you.
We work with you to use these “insights” to implement actions to strengthen and improve your inclusive practice moving forwards.

Organisational Review

Organisational reviews typically involve a more detailed self-assessment by yourselves followed by PCC Learning undertaking our own review and reality checks highlighting existing strengths and areas for improvement. We focus on five broad areas: Organisational Culture; Environment; Recruitment and Retention; Engagement and Communication; and Awareness. This results in our presenting our findings to you, including recommendations for action.

You may choose to implement our recommendations yourself. However, if you feel some external support and steer will be helpful, we can support you in this next stage too.

Two people sharing ideas on their service using a flip-chart

Co-design workshops

We believe that co-design of solutions, where all key stakeholders are involved, leads to better quality and more sustainable action. Co-design ensures that you involve all the key stakeholders in sharing ideas for actions and making improvements. This might be staff, customers, senior leadership and the community. This approach leads to greater shared understanding of the issues and opportunities and greater ownership of resulting plans and activities, both of which ensure improved use of resources and greater impact.

Co-design works particularly well when seeking to design inclusive solutions.

We support you through all stages of the process.

Organisational Awareness

One of the main barriers to inclusivity facing organisations and individuals is lack of awareness. This is often inadvertent and might result from a lack of understanding of the needs and perspectives of others and how not having these needs met, impacts on different individuals. There may be a lack of information among decision makers and managers of the needs of their staff. Or a limited understanding of what inclusive practices are and how these can benefit an organisation or business.

Our Organisational Awareness Support Includes

Challenge workshops

What does inclusion mean to you/your organisation?

Development of resources and materials for staff.

Onboarding support and workplace coaching and mentoring for individual staff and managers.

Indicative areas covered by our awareness raising and training offers are:

  • Inclusive workplaces and practices
  • Inclusive teaching and learning
  • Disability awareness
  • Neurodiversity awareness

However, we are happy to design bespoke products to meet you specific needs. 

A wheelchair using staff member discussing inclusive work practices with colleagues
“Patrick’s approach to inclusion is based on his expertise and practice. Patrick has brought a clarity of expectations and approaches to supporting staff and has provided case studies which have supported their understanding of needs. Patrick is approachable and enthusiastic which enables staff to get on board with the approaches he suggests, whether these be at training events, conferences or in 1-1 situations”
Sharon Smith
University of Worcester

To find out more about our services, book a Discovery call or get in touch:

Need information? Please enquire

What is universal design?

This article from the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center in the United States outlines the key principles of Universal Design.

Universal design is the process of creating products that are accessible to people with a wide range of abilities, disabilities, and other characteristics. Universally designed products accommodate individual preferences and abilities; communicate necessary information effectively (regardless of ambient conditions or the user’s sensory abilities); and can be approached, reached, manipulated, and used regardless of the individual’s body size, posture, or mobility. Application of universal design principles minimizes the need for assistive technology, results in products compatible with assistive technology, and makes products more usable by everyone, not just people with disabilities.

Typically, products are designed to be most suitable for the average user. In contrast, products that are designed according to principles of universal design are designed to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design (Connell et al., The Principles of Universal Design).

Universal design typically results in product features that benefit a variety of users, not just people with disabilities. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. Similarly, a door that automatically opens when someone approaches it is more accessible to everyone, including small children, workers whose arms are full, and people using walkers or wheelchairs.

At the Center for Universal Design at North Carolina State University, a group of architects, product designers, engineers, and environmental design researchers established the following set of principles of universal design to provide guidance in the design of environments, communications, and products (Connell et al., 1997). They can be applied to academic environments, communications, and products.

  1. Equitable Use. The design is useful and marketable to people with diverse abilities. For example, a website that is designed so that it is accessible to everyone, including people who are blind, employs this principle.
  1. Flexibility in Use. The design accommodates a wide range of individual preferences and abilities. An example is a museum that allows a visitor to choose to read or listen to the description of the contents of a display case.
  1. Simple and Intuitive Use. Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. Science lab equipment with control buttons that are clear and intuitive is a good example of an application of this principle.
  1. Perceptible Information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. An example of this principle being employed is when television programming projected in noisy public areas like academic conference exhibits includes captions.
  1. Tolerance for Error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is an educational software program that provides guidance when the user makes an inappropriate selection.
  1. Low Physical Effort. The design can be used efficiently and comfortably and with a minimum of fatigue. Doors that are easy to open by people with a wide variety of physical characteristics demonstrate the application of this principle.
  1. Size and Space for Approach and Use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility. A flexible science lab work area designed for use by students with a wide variety of physical characteristics and abilities is an example of employing this principle.

For more information on universal design, explore The Center for Universal Design in Education. Additional examples of universal design can be found in the DO-IT publications Applications of Universal Design and Universal Design of Instruction: Definition, Principles, and Examples. For more information about universal design as it applies to the web, consult the Knowledge Base article How does accessible web design benefit all web users? You may also wish to consult the book Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit.

Accessed 20.12.2021

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