Update 2025

• Summary of recent work/practice (500 words)

• Overview of CPD activities (past 3 years) 

• 3 examples discussed and reflected on in greater depth 

• Updated future plans (300 words) 

• Updated Confirmation and date 

Summary of recent work/practice

Shortly after obtaining my SCMALT in 2022, I took up the role of Digital Accessibility Officer at the University of Reading, joining in September 2022. In February 2024, I also became the co-chair of the Women@Reading + allies diversity network (voluntary role).

As the Digital Accessibility Officer, I collaborate across schools, departments, and functions within the University to promote inclusive practices and accessible content (including learning content). Within the first year, I successfully advised the University to enhance the website accessibility by 18%. Accessibility of the main website was improved by 46% within the first two years.

I led the University's first digital accessibility campaign -"Look Again"- and launched a digital accessibility website with guidance and resources for creating accessible content. I've delivered 67 digital accessibility training and awareness sessions as of 2 July 2025. I also developed a suite of self-paced digital accessibility courses on UoRLearn, our staff development platform.

I work closely with procurement and legal teams to embed accessibility into digital procurement processes and to create accessibility statements. I initiated the Digital Accessibility Action Group (DAAG), which now plays a pivotal role in driving forward the University’s accessibility agenda. DAAG brings together a small yet highly effective team of five key stakeholders representing diverse areas of expertise critical to embedding digital accessibility across the institution. 

I've secured internal funding for two digital accessibility projects, both of which employed students: Catching up on digital accessibility (2023/24) and Digital Inclusion: Sampling key user journeys with a pan-disability lens (2024/25). I have completed both these successfully.

As co-chair of Women@Reading, I've grown the network to over 550 members. I secured Diversity & Inclusion funding to run a White Ribbon Day event with the Students' Union. This event aimed to raise awareness about violence against women and girls and featured self-defence workshops. The program brought together over 80 staff, students, and community members, with 96% of participants reporting increased awareness of violence risks and improved confidence in personal safety and self-defence skills. I received the 2025 Equality, Diversity and Inclusion Staff Volunteer of the Year award recognising my voluntary work in Women@Reading and digital accessibility work advising charities.

In November 2023, I participated as an accessibility expert in the Higher Education Commission's inquiry on Blended Learning, co-chaired by Lord Norton of Louth and University of Derby Vice Chancellor Professor Kathryn Mitchell. The inquiry investigated how to ensure that future models of blended learning are consciously designed and effectively implemented. 

I am currently collaborating in a digital accessibility research project with the University of Westminster, UCL, and Leeds Trinity University looking at the accessibility of HE sector in the UK. I am also collaborating internationally sharing my digital accessibility expertise. I am the accessibility advisor for the “Empowering Handloom Artistry: A Digital Approach to globalize the Heritage Handloom Industry in Sri Lanka” project that won £10,000 Connection through Culture Grant 2024 from the British Council. This project is a partnership between the University of Moratuwa, Sri Lanka, Cardiff Metropolitan University, and the University of Reading.

I took part in the Leading through Influence course in 2023 and the Aurora Women's Development Programme in 2024. I gained Certified Professional in Accessibility Core Competencies (CPACC) professional accreditation from the International Association for Accessibility Professionals in June 2024. I was awarded the Senior Fellowship of the Higher Education Academy (SFHEA) in June 2025. I remain committed to developing my practice and advancing accessibility and inclusion in higher education.

Overview of CPD Activities

2025

• Shaping the future: setting priorities for accessible and assistive technology in 2025 - 8 January 2025

• TEL: Practitioner Forum - 14 January 2025

• EN requirements beyond WCAG - report from Helsinki workshop - 13 February 2025

• IAAP Network and Learn - 20 February 2025

• Cultivating an authentic leadership style - Women's Springboard Network workshop - 4 March 2025

• Liyanagunawardena, T (2025). Girls can do STEM, South Asian Girls STEM Conference, 5 March 2025, Univeristy of Reading.

• South Asian STEM Conference - 5 March 2025

• Recruitment and Selection - 11 March 2025

• TEL: Practitioner Forum - 27 March 2025

• IAAP EU Drop in session - 29 April 2025

• Accessibility SIG Meeting Nottingham - 30 April 2025

• Senior Fellow of Higher Education Academy Portfolio Submission - 30 April 2025

• TEL: Accessibility: Fix your Blackboard Content - 15 May 2025

• Mental health awareness - 19 May 2025

• QA Tester Advanced 17-18 June 2025

• BAME+Allies Network Career Champion Talk - 18 June 2025

• Liyanagunawardena, T (2025). Digital Inclusion: Sampling Key User Journeys with a Pan-Disability Lens, DigAcc25, 25 June 2025.

• Embedding Accessibility in Higher Education: let's do this together, Roundtable DigAcc25. Presenters: Jessica Humphreys, Léon Consearo, Alice Chapman, Amy Giles, Tharindu Liyanagunawardena, DigAcc25, 25 June 2025.

• T&L Conference - 9 July 2025

• Exam preparation for 2 IAAP exams: CPACC (core competencies) & WAS (web) - Deque University online self-paced

• "Deep Dive" into web accessibility - Deque University online self-paced

2024

• Designing for Digital Accessibility, Invited Presentation for JISC User Centred Design Team, 12 January 2024.

• HSBC Accessibility Training - QA Testers (Fundamentals) - 23-24 January 2024

• Unlocking Accessibility: A Roadmap for Digital Document Inclusivity - 25 January 2024

• Navigating the European Accessibility Act: Your Roadmap to Compliance - 29 February 2024

• ‘Influence with Power and Confidence’ masterclass with Sarah Perugia - 5 March 2024

• Annual Edith Morley Lecture 2024 with Dr Rhian Taylor - 13 March 2024

• TEL: Practitioner Forum - 21 March 202

• HSBC Accessibility Training - Content Authors - 26-27 March 2024

• Overcoming Imposter Syndrome (Workshop) - 3 May 2024

• The Life and Time of an Accessibility Officer, FutureTeacher Series (Inclusive Practice), 30 May 2024.

• IAAP CPACC Exam - 31 May 2024

• M365 Copilot Workshop - 11 June 2024

• Liyanagunawardena, T. & Rahman, M. (2024). Improving web accessibility at the University of Reading, Digital Accessibility Conference: Transforming the Culture, 26 June 2024 

• Summer T&L Conference - 11 July 2024

• ALT Digital Accessibility SIG, TTNS Radio, 5 September 2024 (13:30-14:00).

• International Ally User Group - 26 September 2024

• Building Assertiveness Skills Women's Springboard - 15 October 2024

• 26th International ACM Conference on Computers and Accessibility (ASSETS 2024) - 28-30 October 2024

• JISC Accessibility Drop in - 6 November 2024

• Leading the Way: Businesses and the European Accessibility Act - 19 November 2024

• Business Disability Forum Global Conference: Disability Inclusion in a Changing World - 21 November 2024

• Westminster Conversations: Accessibility Symposium - 4 December 2024

• Happy Holidays - 5 December 2024

2023

• Befriending your inner critic - 17 January 2023

• IAAP Network and Learn Session -  19 January 2023

• Future Teacher Talk: Inclusive Practice - 26 January 2023

• Higher Education PSBAR accessibility requirements webinar with UCISA and The University of Sheffield - 7 February 2023

• University of Wolverhampton Lecture by Prof John Traxler - 22 February 2023

• Future Teacher Talk: Working with Rich Media 1: Image - 23 February 2023

• Women's Springboard Network Spring Term Meeting - 7 March 2023

• Open for Good:  10 years of open course development at Edinburgh University - 7 March 2023

• Inspiring innovations - Assistive technology network online event - 15 March 2023

• Active Bystandar - 21 March 2023

• IAAP Network and Learn Session - 23 March 2023

• International Ally User Group - 23 March 2023

• TEL: Practitioner Forum Meeting - 24 March 2023

• Leading through Influence Cohort 10 - commenced 13 April 2023 (this was multi-session programme)

• Co-creation and engagement: How can we make the learning experience more open, inclusive and equitable?- Panellist. Digital Universities UK, 17-20 April 2023, Leeds.

• Accessibility Beyond Borders: Global roundtable discussing the challenges and opportunities of digital accessibility in Higher Education - Panellist. International Ally User Group Meeting, 27 April 2022.

• Trans Awareness Training - 6 June 2023

• 4 Use Cases for Boosting Productivity with Adobe Acrobat - 7 June 2023

• Unlocking Digital Accessibility: Essential Strategies for Higher-Ed Websites - 14 June 2023

• TEL: Blackboard Learn Ultra - Organisation Briefing (Webinar) - 22 June 2023

• In Conversation with Helen Gordon, President of Council - 26 June 2023

• Online Learning Summit, University of Leeds - 10-11 July 2023

• TEL: Blackboard Learn Ultra - Course Template Staff Design Workshop - 12 July 2023

• T&L Summer Conference - 13 July 2023

• Event Organiser Training - 27 July 2023

• JISC User-centred design community group meet up - 28 July 2023

• HSBC Accessibility Training with Husselle Inclusion - Product Manager & Business Analyst - 5-6 September 2023

• Celebrating the Web Accessibility Directive Third Anniversary  - 21 September 2023

• British Sign Language Workshop - 27 September 2023

• Aurora - commenced 3 October 2023 (this was multi-session programme)

• HSBC Accessibility Training UX & Visual Designers - 10-11 October 2023

• HSBC Accessibility Training Developers 17 October 2023 and 25 October 2023

• Jisc Accessibility Drop in - 1 November 2023

• AbilityNet Tech Share Pro 2023 - 14-15 November 2023

• TEL: Practitioner Forum - 5 December 2023

• Workshop: ChatGPT Prompting and Impact on Assessment Design - 6 December 2023

• Deque University self-paced Online Course Exam preparation for IAAP CPACC

• Invited digital accessibility expert for HE Commission's inquiry into Blended Learning, the House of Lords, 29 November 2023

• Designing and improving Accessibility and Usability: online learning for diversity, equity, and inclusion - Panellist. Online Learning Summit, University of Leeds, 10-11 July 2023.

2022

• TEL: Inclusive Design Principles for Online Teaching & Learning - 15 September 2022

• TEL: Making your Blackboard module more accessible with Blackboard Ally (Webinar) - 28 September 2022

• JISC Accessibility Clinic: Reading and Writing Innovation Lab; What moving to digital reading teaches us - 5 October 2022

• AbilityNet TechShare Pro 2022 - 15-17 November 2022

• The University of Reading Disability History Month Lecture Panellist, 23 November 2022.

• JISC Accessibility Drop in Clinic - 7 December 2022

• TEL: Practitioner Forum Meeting - 12 December 2022

3 examples discussed and reflected on in greater depth 

CPACC

Description

As a Learning Technology professional, I stumbled into digital accessibility after meeting a learner with an accessibility need that wasn’t met by a course I was facilitating. I was fascinated to learn about digital accessibility, a new area of learning technology for me at the time.

I participated in numerous free digital accessibility courses and learning opportunities as described in my Specialist and Advanced Areas section of my SCMALT portfolio to learn about digital accessibility. However, I did not have a formal qualification to prove my accessibility knowledge. I have been looking at International Association for Accessibility Professionals (IAAP) qualifications for some time, wanting to get a formal qualification in digital accessibility.

After taking up the position as the Digital Accessibility Officer at the University of Reading, I requested the opportunity to gain IAAP Certified Professional in Accessibility Core Competencies (CPACC) qualification as part of my professional development. As a way of preparing for the exam, I started the Deque University self-paced Online Course Exam preparation for IAAP CPACC.

The course was very informative and was available for 12 months once subscribed. This deadline helped me to be disciplined and complete various modules by setting deadlines. I knew a lot of the principles and techniques. However, the Domain 3: Standards, Laws and Management Strategies section of the exam accounted for 20% and that was new to me. In this section, knowledge, understanding, and appreciation of global laws and regulations, both historical and current, relevant to disability and accessibility were required. This was mostly a memorisation activity. 

This was my first formal exam in many years. The last online exam I took with high stakes was the Life in the UK test for Permanent Residency in the UK, a very long time ago. Given the exam fee and no past papers or questions to prepare (apart from the few sample questions shared by IAAP on the website), I wasn’t quite sure what to expect at the exam.

I had done very well in the exam. Though the level of feedback wasn’t as granular as I would have liked. IAAP uses a modified Angoff Methodology to reach a numeric standard for the cut-score by converting raw scores to a scale of 200 to 800. The passing scaled score is 600. I have achieved 749/800 and received the following feedback: 

Below is an overview of how you performed in each of the three domains covered by the examination: 

1. Disabilities, Challenges, and Assistive Technologies: Compared to the standard, your score on these questions was Above Standard.

2. Accessibility and Universal Design: Compared to the standard, your score on these questions was Above Standard.

3. Declarations, Standards, Laws, and Management Strategies: Compared to the standard, your score on these questions was Above Standard.

Evidence

Evidence

Reflection

When I had my first Personal Development Review in my new role as the Digital Accessibility Officer at the University of Reading, I indicated that I wanted to achieve SFHEA status as my five year goal. I am delighted I've achieved it in half the time. Anyone with experience, can write a portfolio to be submitted to the HEA. However, at some institutions, like University of Reading, there is dedicated support for employees to achieve this goal, which creates a pathway with fewer obstacles.

Although the HEA states that all fellowship categories are non-role based and open to non-teaching staff, relatively few individuals from professional services pursue Senior or Principal Fellowship. When I began exploring my own application for Senior Fellowship, I could only identify two colleagues from professional services with that level of recognition at my previous institution, and just a few more at my current one. This lack of representation is compounded by the guidance materials. They mostly feature examples geared toward academic teaching roles. This creates a significant barrier for professional services staff, who may struggle to see how their work aligns with the framework and may not consider themselves eligible or "good enough" to apply.

When I decided to apply for Senior Fellowship, I reached out to colleagues and friends from my previous institution, who generously shared their experiences—one even shared their successful application with me. Although it was written from an academic perspective, it gave me a clearer understanding of what was expected. I also reached out to two people I thought would be able to help me with supporting statements to give them ample notice.

At the University of Reading, applicants can also seek feedback from a list of designated "critical friends"—who have successully gone therough the process in the last few years and have put themselves forward to help others — colleagues who are not directly involved in your work can provide an objective perspective once you're ready to share your draft. This support was invaluable. I was fortunate to work with a critical friend who gave me thoughtful, constructive feedback that helped refine and strengthen my application.

For one of my supporting statements, I approached a colleague with significant experience in HEA applications, someone I work closely with in my current role. After reviewing my draft, she gave me honest and impactful feedback, saying: "I didn’t feel your personality or passion came through enough, it was more a statement of facts. Can you express more about your beliefs and what drives you?". 

That comment made a real difference. When I re-read my application, I realised that while it met the formal criteria, it didn’t truly reflect me as a person. I had chosen the written submission route (as opposed to the oral route, which involves a shorter written piece and a presentation to a panel), so the written application was my only opportunity to convey my individuality and values. I’m deeply grateful for that feedback—it helped me weave my personality and passion back into the narrative, transforming it into something that felt authentic as well as aligned with the framework.

When you are deeply focused on meeting the criteria and providing evidence, it is easy to lose sight of the bigger picture. What I learned through this process is the importance of having people around you who can offer holistic support—not just help you tick the boxes, but also ensure your application reflects your values, voice, and purpose. When you lose sight of who you are, it’s invaluable to have someone who can recognise that and gently remind you.

South Asian STEM Conference

Description

The University of Reading Outreach team was organising a South Asian Girls STEM Conference for South Asian female secondary school students from the local area on 5 March 2025. Given my STEM background, my role in digital accessibility, and my leadership of the Women's Network at Reading University, I was invited as a guest speaker. Speakers were required to discuss any challenges and barriers they may have faced as a South Asian female in the STEM industry, as well as their experience growing up and/or any other relevant information. The talk was for 15-20 minutes, followed by a Q&A with the young people. 

Evidence

LinkedIn post about the South Asian Girls in STEM event

Reflection

When I first accepted the invitation to give a 15–20 minute talk, I didn’t think much of it—I regularly deliver accessibility training and have plenty of experience with public speaking. Although I always worry that I’ll be lost for words or that the right word will come to me in my native language, I usually manage this anxiety through thorough preparation. However, for this particular event, I didn’t have as much time to prepare as I would have liked, as it took place in March—Women's History Month—which is always an especially busy period for me as the co-chair of Women@Reading plus Allies Staff Network.

I started preparing for my talk the weekend before the session by going through my photo albums to find images I could use. Looking at old photographs has become an emotional experience for me, as I lost my father a few years ago, and the grief still feels very present (I’m wiping away tears as I write this). I chose a few pictures from my early childhood and secondary school to reflect the wide range of activities I was involved in during my school years. I also included a few photos from my time as a PhD student, as well as one of my children—then toddlers—at my graduation (with their permission).

As I tried to organise my talk, I found myself struggling. Until now, I had always spoken about topics—my work, research, and digital accessibility—not about myself or my personal journey. This was a completely new experience, and it took me a long time to figure out what I wanted to share. In the process, I also came to appreciate just how much I’ve accomplished over the years. It was a deeply emotional reflection, especially because it was my father who encouraged me to pursue a PhD at a time when I was comfortably settled into my role as a Software Engineer at Millennium Information Technologies in Sri Lanka (now the technology partner of the London Stock Exchange).

At the event, there were three guest speakers: Zaibaa Yasin, myself, and Prof Parveen Yaqoob reflecting early, mid, and senior women leaders in STEM. As I listened to the others speak, I was struck by how different our journeys have been; at the same time, how similar they are in terms of the barriers we faced as females. While some faced resistance from their families in pursuing higher education in the UK, I was fortunate to have parents who wholeheartedly supported me—even encouraging me to apply for PhD scholarships abroad. Yet my path wasn’t without its own challenges: I was navigating life as a mother of twins in the second year of my PhD, and I still remember a teacher of applied mathematics repeatedly declaring in class that “girls can’t do maths".

At the end of the event, teachers came to us to say how much they identified with our experiences. One feedback post-it note from a girl read: "You have inspired me to and give[n] me confidence to work extremely hard in my studies and influenced me to go to University".

I didn’t expect this event to have such a profound impact on me. The entire experience became a deeply personal reflection—both in preparing my talk and in listening to the stories and experiences shared by others. That’s why I chose this event as one of my three CPD activities to discuss in the SCMALT update.

Updated future plans (300 words) 

Having successfully completed the IAAP Certified Professional in Accessibility Core Competencies (CPACC) qualification, I now plan to continue my professional development by working towards the IAAP Web Accessibility Specialist (WAS) certification. If a professional holds both qualifications simultaneously, they are given the IAAP's highest credential, Certified Professional in Web Accessibility (CPWA). 

I am motivated to deepen my technical expertise in accessibility. The WAS certification focuses on the practical application of accessibility standards, including in-depth knowledge of WCAG (Web Content Accessibility Guidelines), ARIA (Accessible Rich Internet Applications), semantic HTML, and evaluating and testing for accessibility. These are all areas that are directly relevant to my current role as Digital Accessibility Officer at the University of Reading.

I have already started preparing for the WAS exam by enrolling in Deque University's self-paced exam preparation course. I will also seek opportunities to apply these technical skills in real-world projects, such as auditing university websites, supporting academic staff with accessible content creation, and developing internal accessibility guidance. My goal is not only to pass the exam but to become a trusted source of specialist knowledge within my institution and the wider accessibility community.

Earning the WAS qualification will demonstrate my commitment to continuous improvement in the field of digital accessibility and will further enhance my ability to drive positive, inclusive change across digital platforms in higher education.

I am also deeply committed to my voluntary role as Co-Chair of the Women@Reading plus Allies Diversity Network at the University. In this capacity, I am currently collaborating with the Women@Reading steering group on a project proposal aimed at raising awareness of image-based violence against women and girls—a growing concern exacerbated by the widespread availability of AI tools. This role provides a meaningful platform to advocate for gender equity. This volunteer work is especially fulfilling for me, as it gives me a strong sense of purpose—both personally and as a mother to a teenage daughter—by allowing me to contribute to creating a safer, more equitable future for women and girls while also enhancing my leadership and interpersonal skills.

Updated Confirmation and date

I declare that, to the best of my knowledge, the statements and evidence included in this submission accurately describe my practice and are drawn from my own work, with the input and support of others duly and clearly recognised. 

Signed: Tharindu 

Date: 14 July 2025