My Journey Towards Accessible and Inclusive Design: Insights and Growth



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My Journey Towards Accessible and Inclusive Design: Insights and Growth


At the start of my journey in learning design, I viewed accessibility and inclusive design through a relatively narrow lens. I knew that the goal was to ensure that learning materials were available to everyone, regardless of their abilities, but my understanding of how to implement these principles was limited. I primarily thought that accessibility meant ensuring that students with learning differences had alternative ways to interact with learning content, like providing audio versions of text or offering subtitles for video content.

However, as I’ve progressed through this course, my understanding of accessibility and inclusive design has grown significantly. I now see it as a comprehensive framework that is not just about providing alternatives, but about designing from the ground up with all learners in mind. Accessibility and inclusion are not afterthoughts or add-ons; they should be woven into the very fabric of every learning experience. By considering diverse learning needs at the design stage, whether they relate to physical disabilities, cognitive differences, or cultural backgrounds, we can create an environment where all learners can thrive using the same materials. This deeper understanding has shaped the way I approach my instructional website, ensuring that it meets the needs of diverse learners and fosters a truly inclusive learning environment.

Design Challenges and Growth


Throughout this course, certain design choices presented challenges, particularly when it came to evaluating my website’s accessibility. While I initially struggled with technical aspects such as hover times on buttons, I soon realized that the true challenge lay in learning how to navigate accessibility checkers and understanding the various aspects of my website that needed review. The process of learning how to use accessible tools, like screen readers, and applying them to my design choices was difficult but eye-opening. It required me to retrain my brain to think about how learners with disabilities, like vision impairments or limited motor control, would experience the site. This challenge taught me that designing with accessibility in mind requires more than just meeting checklists; it demands empathy and ongoing reflection on how all learners interact with digital content.

The evaluation process was undoubtedly the most challenging part for me, particularly because I had to go through my design with fresh eyes, constantly shifting my perspective to understand how the materials could be navigated by learners who might face specific barriers. This challenge taught me that accessibility is not just about fixing individual issues, it's about creating a cohesive, inclusive experience for everyone.

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Impact of UDL and Culturally Responsive Design


One of the most impactful frameworks that I applied to my instructional website design was the Universal Design for Learning (UDL). UDL encourages the creation of flexible learning environments that can accommodate the needs of all students. The principles of UDL, multiple means of representation, action and expression, and engagement, guided my approach to structuring content and designing learning activities. For example, I incorporated a variety of content formats such as video, text, audio, and interactive elements to ensure that learners could engage with the content in a way that best suited their learning preferences. This flexibility not only supports learners with specific needs but also fosters an engaging learning environment where all students can thrive (CAST, 2018).

Equally important was the culturally responsive design that I incorporated into my website. Working with young children in a diverse classroom, I understand the importance of recognizing and celebrating cultural differences. By embedding culturally responsive practices into my website, I ensured that the content was relatable and respectful of the diverse backgrounds of the learners who might use it. Including examples and case studies that reflect a variety of cultural perspectives helps all learners see themselves in the material, enhancing both their engagement and learning outcomes.

By combining UDL with culturally responsive design, I was able to create a more inclusive learning environment that meets the needs of all learners, regardless of their background, ability, or learning style.

The Empathy Challenges: Real-World Impacts of Inaccessible Design


One of the most profound insights I gained from this course came from the empathy challenges related to limited mobility and hearing loss. These challenges allowed me to step into the shoes of learners who face barriers every day. As someone who has recently begun to experience accessibility issues of my own, I now have a much deeper appreciation for the struggles that learners with disabilities face.

For instance, I’ve had to adjust my learning process by relying on screen readers and voice-to-text tools, a significant change from my previous method of reading materials and typing papers. What once took me an evening to write now takes longer, as I adapt to these new tools. This experience has given me a greater understanding of how real-world barriers, such as sensory impairments or limited mobility, can affect the learning experience. I now see how essential it is for educational environments to be accessible from the start, rather than forcing students to find workarounds or struggle with inaccessible content (Burgstahler, 2015).

This newfound empathy has driven my commitment to ensuring that inclusive design is prioritized in every course I create. The barriers I now face are only temporary, but they have given me a greater understanding of the everyday challenges many learners experience.

Peer Reviews: Insights and Growth


Evaluating my peer’s website and receiving feedback on my own website were incredibly valuable experiences. One thing I noticed in the peer review process is that designing accessible websites is a learning curve for everyone. While I struggled with technical aspects such as hover time on buttons, my peer’s website was missing other important interactive elements, such as quizzes or learning activities that are critical for student engagement and assessment. These differences highlighted the complexity of designing a fully inclusive website, where multiple factors need to be considered.

Receiving feedback on my own website was also eye-opening. My peers pointed out areas where I could enhance accessibility, such as providing more interactive elements and improving visual aids for complex concepts. Their feedback encouraged me to re-evaluate how I was designing content and prompted me to make adjustments that better aligned with UDL principles and accessibility standards. These peer review experiences have reinforced the idea that inclusive design is a collaborative process, where feedback and reflection help to refine and strengthen the learning experience for all users.

Generative AI Tools: Insights and Takeaways


Using generative AI tools in this course has been an insightful experience, especially when it comes to creating content for my website. While AI tools can generate content quickly, I’ve learned that they are not infallible. It is crucial to double-check the information provided for accuracy, and to ensure that the prompts used are clear and specific. If the prompt isn't worded appropriately, the response will not align with what’s needed. This realization has made me more cautious when using AI tools, reminding me of the importance of maintaining human oversight in all automated processes (Think UDL Podcast, 2023).

Future Application of Inclusive Learning Design


Looking ahead, I plan to apply what I’ve learned about inclusive learning design to support my team in creating accessible and culturally responsive learning materials. While I don’t envision myself as the lead designer, I aspire to be a subject matter expert who ensures that the learning experiences we develop are tailored to the needs of all learners. I want to leverage my knowledge to create resources that support diverse learners, ensuring that everyone has an equal opportunity to succeed.


Advice for New Designers


For those just beginning their journey into designing accessible and inclusive digital learning environments, my advice would be to stay open-minded and empathetic. The more you can learn about the challenges that learners with accessibility needs face, the better equipped you will be to design content that truly supports them. Keep learning, keep testing, and always remember that accessible design is not just a checkbox—it’s a continuous process of reflection, adjustment, and growth.

By applying the principles of UDL, culturally responsive design, and accessibility, I have been able to create a more inclusive learning experience for all students. The journey of learning about accessible design is ongoing, but the lessons I’ve learned will continue to shape my approach to creating educational resources that are truly accessible and inclusive.




References


Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities. Social Inclusion, 3(6), 69–79. https://doi.org/10.17645/si.v3i6.420

CAST. (2018). Universal Design for Learning Guidelines, Version 2.2. Retrieved from http://www.cast.org/our-work/about-udl.html

Think UDL Podcast. (2023). Episode 143: Trevor Boland Discusses Accessibility in Classrooms and Workplaces. Retrieved from https://www.thinkudl.org/podcast

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