Accessibility is not a checklist or a compliance task. It is a way of thinking about learners, barriers, and responsibility throughout the design process.
This section focuses on inclusive and accessible learning design in practice, drawing on accessibility standards, pedagogical research, and lived experience from higher and digital education. Posts explore topics such as designing for diverse cognitive and sensory needs, embedding accessibility from the start, and avoiding common misconceptions that lead to exclusion.
The aim is to move beyond surface‑level accessibility guidance towards design choices that genuinely widen participation, without lowering academic or professional expectations.
Posts in this category
Ensuring Digital Accessibility in Learning Design
Accessibility is often framed as a moral aspiration, a legal requirement, or a technical checklist. All of these framings are incomplete. Treated this way, accessibility becomes something that can be discussed, deferred, or diluted without consequence. Learning designs continue to be judged as effective on the basis of engagement signals, assessment outcomes, or completion data…
Book Recommendations
Selected titles on designing inclusive, accessible learning—spanning WCAG principles, UDL, and practical production.
View the full reading list for Accessible Learning Design →
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