Accessibility Statement

Our Commitment to Digital Accessibility

Kelly Baums ADHD Coaching is committed to ensuring digital accessibility for people with disabilities. We are continually improving the user experience for everyone and applying the relevant accessibility standards.

Our Commitment

We believe that everyone deserves equal access to information and services, regardless of their abilities. Our website is designed to be accessible to the widest possible audience, including individuals with visual, auditory, motor, and cognitive disabilities.

Accessibility Standards

Our website aims to conform to the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards. These guidelines explain how to make web content more accessible for people with disabilities and more user-friendly for everyone.

Measures to Support Accessibility

Kelly Baums ADHD Coaching takes the following measures to ensure accessibility:

  • Include accessibility as part of our design and development process
  • Provide clear and consistent navigation throughout the site
  • Use proper heading structures and semantic HTML
  • Ensure sufficient color contrast for text readability
  • Provide alternative text for images and visual content
  • Enable keyboard navigation for all interactive elements
  • Design forms with clear labels and error messages
  • Test our website with assistive technologies
  • Regularly review and improve accessibility features

Accessibility Features

Our website includes the following accessibility features:

  • Semantic HTML: Proper use of HTML elements to convey meaning and structure
  • Responsive Design: Content adapts to different screen sizes and devices
  • Keyboard Navigation: All functionality is accessible via keyboard
  • Focus Indicators: Clear visual indicators for keyboard focus
  • Alt Text: Descriptive alternative text for all meaningful images
  • Color Contrast: Text and interactive elements meet WCAG AA contrast ratios
  • Readable Fonts: Clear, legible typography throughout the site
  • ARIA Labels: Additional context for screen reader users where needed

Known Limitations

Despite our best efforts to ensure accessibility, there may be some limitations. We are aware of the following issues and are working to address them:

  • Some third-party content or embedded media may not be fully accessible
  • Older content may not meet current accessibility standards and is being updated
  • Some PDF documents may require accessibility improvements

Assistive Technologies

Our website is designed to be compatible with the following assistive technologies:

  • Screen readers (JAWS, NVDA, VoiceOver, TalkBack)
  • Screen magnification software
  • Speech recognition software
  • Keyboard-only navigation
  • Alternative input devices

Feedback and Contact

We welcome your feedback on the accessibility of our website. If you encounter any accessibility barriers or have suggestions for improvement, please let us know:

We aim to respond to accessibility feedback within 5 business days.

Technical Specifications

The accessibility of our website relies on the following technologies:

  • HTML5
  • CSS3
  • JavaScript (React/Next.js)
  • WAI-ARIA (Accessible Rich Internet Applications)

Ongoing Efforts

Accessibility is an ongoing effort. We continuously test and improve our website to ensure it meets or exceeds accessibility standards. Our team regularly:

  • Conducts accessibility audits and testing
  • Reviews new content for accessibility compliance
  • Updates older content to meet current standards
  • Trains team members on accessibility best practices
  • Monitors feedback and implements improvements

Additional Resources

For more information about web accessibility, please visit:

This accessibility statement was last updated on January 13, 2026.

Note for ADHD-Friendly Design:

As an ADHD coaching platform, we also prioritize neurodivergent-friendly design principles, including clear visual hierarchies, reduced cognitive load, consistent navigation patterns, and support for users who may experience attention, executive function, or sensory processing differences.