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Removing barriers to learning

An accessible course is one that removes or reduces barriers to instruction. This happens using both specific (accommodations) and general (best practices) strategies.

Image of a crane with a wrecking ball approaching a wall labeled "Barrier to learning". The wrecking ball is labeled "Best practice or accommodation"

Image by Valerie Ober (who obviously has a future in graphic design)

By removing barriers, accessible courses facilitate access to instruction - either by providing extra support for students who require accommodations or by eliminating the need for those accommodations. In other words:

Accessibility = Usability

An Example

The image below shows three ways to provide access to a soccer game. In the first panel, each spectator is given a box to stand on. Unfortunately, giving each spectator the same (or equal) level of assistance only allows two of them to see over the fence. In a more equitable scenario, each spectator is given the resources they need to help raise them to the same level, compensating for their different circumstances. In the third panel, access was considered earlier in the process. A chain-link fence replaces the solid board fence and eliminates the need for any extra assistance (or accommodation). This more closely follows a social justice model of design and is analogous to the practice of applying general (or universal) design elements to your courses.

Based on an image from the Interaction Institute for Social Change by Angus Maguire.

Universal Design for Learning

It's tough to talk about accessible course design without discussing universal design for learning, or UDL. UDL is an approach that provides a more flexible framework for student learning with the goal of benefitting all users. A set of UDL guidelines are available that outline how to provide multiple means of engagement, representation, and action & expression. Following these guidelines can help you develop a more accessible course.