1. Our commitment
CANtutor is committed to making CANtutor AI accessible to everyone, including people with disabilities. A student who cannot use a learning tool has not been given a learning tool, and we treat accessibility as part of whether the product works at all — not as a finishing touch.
We are based in Ontario, Canada and we are committed to meeting the requirements of the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) and its Integrated Accessibility Standards Regulation, including its information and communications standards.
Our target standard is WCAG 2.1 Level AA. We design and build against it, we test against it as part of our development work, and we treat a failure to meet it as a defect to be fixed rather than a limitation to be documented and left alone.
We are also committed to providing information about our service in an accessible format, or with communication support, on request — see section 5.
2. Conformance status
CANtutor AI is partially conformant with WCAG 2.1 Level AA. “Partially conformant” means that some parts of the service do not yet fully meet the standard.
We could have written a shorter and more comfortable sentence there. We have not, because an accessibility statement that overstates where a product stands is worse than no statement — it tells the people who most need accurate information that they can rely on something they cannot. Section 3 is what that sentence means in practice.
3. Where we fall short, and what to use instead
These are the areas we know are not yet at WCAG 2.1 Level AA, grouped by the kind of barrier rather than by component. Each one is on our remediation list. Each one also has something you can use in the meantime, and we will remove an item here only when it is genuinely fixed.
Spoken content in the live voice tutor and in narrated explanations is not captioned or shown as text while it plays.
Who this affects: Students who are deaf or hard of hearing, students in noisy or shared environments, and anyone who takes in written language more easily than speech.
What to do instead: The text-based tutor covers the same material and is fully written. It is the primary way to use CANtutor AI, and nothing is locked behind voice.
The racing game's on-screen action is not conveyed to screen readers, and its questions run on a fixed time limit that cannot be extended or paused.
Who this affects: Students who are blind or who use a screen reader, students with motor disabilities or processing differences, and anyone whose assistive technology adds input time.
What to do instead: The game is optional and is not part of the tutoring itself. Every subject it covers is available in the tutor and in untimed practice, where you set your own pace.
Some interactive controls do not announce themselves to assistive technology as clearly as they should, and keyboard focus is not always easy to see.
Who this affects: Screen reader users, sighted keyboard users, and users with low vision.
What to do instead: The main tutoring flows are reachable and operable by keyboard. If you are blocked at a particular control, tell us where and we will both fix it and help you get past it in the meantime.
We have not yet completed a full colour-contrast measurement across both themes, and some secondary text may fall below the required ratio.
Who this affects: Users with low vision or colour vision deficiency, and anyone on a dim or glare-affected screen.
What to do instead: The service offers both a light and a dark theme; switching between them helps in some environments. Browser and operating-system zoom are fully supported.
Keyboard users must pass through the navigation to reach page content, because we do not yet offer a 'skip to main content' link.
Who this affects: Keyboard and screen reader users.
What to do instead: Headings are correctly structured throughout, so screen reader users can jump directly to the main heading of a page.
This list reflects what we currently know about. It is not a guarantee that nothing else falls short. If you find something that is not described here, that is the most useful thing you can tell us — see section 6.
4. What we have built deliberately
These are supported on purpose, not by accident, and we will not regress them without saying so:
- Reduced motion is respected. If your device is set to reduce motion, animations and transitions across the interface are switched off. The honest caveat: this does not currently reach the game’s animation loop or the 3D scenes.
- Light and dark themes, both maintained as real themes rather than one being an afterthought.
- Text scales with zoom. Browser and operating-system zoom work throughout, and layouts reflow rather than clipping.
- Structured headings and landmarks on every page, so assistive technology can navigate by structure.
- Voice is never required. Every part of the tutoring experience is available in text. The voice tutor is an addition, not a gateway.
- Images you upload are yours to describe. You can always ask the tutor in text instead of uploading a photo of a problem.
5. Requesting an accommodation
If any part of CANtutor AI is not accessible to you, contact us and we will work with you to find a way through it. That may mean giving you the information or content in a different format, walking you through a task directly, or prioritising a fix.
On request, we will provide information about our service, and our published documents, in an accessible format or with communication support. We will consult you about which format works for you, provide it in a timely way, and not charge you more than we would charge anyone else.
Send accommodation requests to support@cantutor.ai, with “Accessibility” in the subject line.
6. Tell us about a barrier
We welcome feedback on the accessibility of CANtutor AI, and we would rather hear about a problem than not know. Feedback can be sent by email, and we will accept it in whatever format is easiest for you.
How to reach us
support@cantutor.ai — put “Accessibility” in the subject line so it is routed correctly.
What helps us fix it faster
- What you were trying to do, and where in the service you were.
- What happened, and what you expected instead.
- Any assistive technology, browser or device you were using — only if you know and are comfortable saying.
None of that is required. “I cannot use the practice screen with my screen reader” is a perfectly good report, and we will come back to you with questions if we need them.
What we will do
We aim to acknowledge accessibility feedback within two business days, and to tell you what we are going to do about it and roughly when. If a fix will take time, we will say so honestly and offer an alternative in the meantime rather than leaving you waiting.
7. If we do not resolve it
If you are not satisfied with our response, tell us — replying and saying so is the fastest route, and it is not a complaint we will take badly.
You may also raise a concern about accessibility compliance in Ontario with the Government of Ontario, or a human rights complaint with the Human Rights Tribunal of Ontario.
Nothing in this statement, or in our Terms of Use, waives any right you have under those laws.
8. How this statement was prepared
This statement is based on an internal review of the product against WCAG 2.1 Level AA, carried out by our own team. It has not been reviewed or validated by an external accessibility auditor, and we do not claim otherwise.
We review this statement when we make significant changes to the product, and at least annually regardless. Items in section 3 are removed only when they are actually fixed.
An independent audit is something we intend to commission. When we do, this page will be updated to say who carried it out and what they found, including the parts we do not like.