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Accessibility Statement

This statement was last updated on 5/19/2025

We at Hola Charlotte are working to make our site, Holaclt.com, accessible to people with disabilities. Our goal is to ensure that all users—regardless of ability—can easily access the information, classes, and resources we provide.

Our Commitment to Accessibility

Hola Charlotte believes in inclusive language education and digital access for all. We are committed to making our website and virtual services welcoming and usable for people with a wide range of abilities and assistive needs. Our efforts are guided by the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA, which outline how to make digital content more accessible for people with disabilities.

Steps We’re Taking

To uphold this commitment, we are continuously improving the user experience by:

  • Designing our website with clear structure and simple navigation.

  • Using readable fonts and maintaining strong color contrast for better visibility.

  • Providing alternative text for images to support screen readers.

  • Ensuring that interactive elements (like forms, buttons, and links) are navigable by keyboard.

  • Using third-party tools (such as video conferencing platforms) that offer captioning and screen reader support.

  • Conducting periodic audits and making adjustments based on user feedback and accessibility reviews.

 

Ongoing Efforts

Accessibility is an ongoing journey, and we recognize that technology and user needs evolve over time. We are committed to continual improvements and welcome suggestions from our users on how we can better serve everyone.

 

Contact Us

If you experience any difficulty accessing our content or using our services, we want to hear from you. We are more than happy to assist you or provide the information in a format that meets your needs.

📧 holacharlotte828@gmail.com
📍 Charlotte, NC

We value all of our students and website visitors and are dedicated to making Hola Charlotte a fully inclusive space for learning and connection.

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