As I’ve been doing deep dives into accessibility-related design issues, universal design has been something I haven’t been able to get my head around. While I have an appreciation for the general intent, much like other terms we use in education (e.g., interaction, engagement, etc.), the definitions and applications in practice are variously described making it hard to conceive of how to apply it. Here’s something I’ve been drafting in various forms to get at my understanding, working definition, and comparison among conceptions.<\/p>\n
Too often, accessibility is contemplated as an afterthought, such as a reaction to a student\u2019s request or a regulatory compliance violation … if it’s considered at all. In our work as designers or educators, we might be familiar with reactive review processes put in place to find where the learning experience or educational materials are \u201cbroken\u201d and in need of fixing to accommodate learners with a disability. Sadly, these reviews and revisions often occur long after the materials are developed and in the hands of learners. We then waste time and money remediating the materials to make them minimally viable to accommodate learners who might not be able to fully access or utilize the materials as created. This remediation mindset represents a complete disregard for our learners and violates our obligation as designers to make the learning experiences we design accessible for all.<\/p>\n
To reach a goal of learning for all, a mindset shift is needed for the creation of learning materials and the design of learning experiences. Rather than ignoring accessibility within the design process or viewing it through a remediation lens, a proactive universal design approach is focused on maximizing the use of materials by all learners.<\/p>\n