Inclusion at Tardy.Cat

Understanding our commitment to accessibility, equity, and belonging

Last updated: September 14, 2025 • 5 min read
Written by:
Wizzy
Wizzy
Atomtester
Atomtester

Why Inclusion Matters

Schools are diverse communities. Students and educators come from different backgrounds, speak different languages, and bring different needs into the classroom. At Tardy.cat, we believe a digital tool designed for schools should reflect this diversity — not ignore it. Our platform is built to create an environment where every user feels welcome, regardless of their abilities, culture, or circumstances.

Our Core Belief

Inclusion is not an optional feature — it is the foundation of meaningful education. Every student deserves equal access to tools that help them succeed.

How We Design for Inclusion

Accessible by Design

From font choices to color contrast, we follow accessibility guidelines to ensure the platform can be used by people with visual, motor, or cognitive differences. Both the Tardy.Cat Kiosks and Tardy.Cat Web inherit the same accessibility philosophy, reducing stress for students in moments when they may feel vulnerable.

Cultural and Linguistic Respect

Our choice to support the Catalan language demonstrates respect for culture and identity. While the Catalan page covers this in detail, here we emphasize that inclusion goes beyond language — it’s about making all students feel represented and valued, whether using a kiosk or the Web version.

Equal Access Across Devices

Not every school has the same resources. That’s why Tardy.Cat Web provides the same essential functionality as our kiosks at a lower cost, ensuring schools with limited budgets can still participate in an inclusive system.

Looking Forward

Inclusion is an ongoing promise. As schools change and new needs emerge, we will continue to expand Tardy.Cat’s ability to serve everyone in the learning community. Additional accessibility features, more language options, and design improvements are all part of our commitment.

References

Sources

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