When designing for accessible learning, the ‘universal design for learning’ (UDL) (CAST, 2018) framework is argued to promote flexibility in learning. It is grounded in the premise that accessibility should be designed into all teaching and learning, to meet the needs of all learners (not just disabled learners).

• Multiple means of representation give learners various ways of acquiring information and knowledge.
• Multiple means of expression to provide learners alternatives for demonstrating what they know.
• Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.

(Wikipedia, 2023)

UDL has its critics and can be a challenge to execute. For example, disability can take many forms, both seen and unseen, and the needs of one group of learners may appear in conflict with those of another group.

A counter approach is to make learning accessible by creating additional, alternative (or special) resources to meet particular needs, rather than trying to design learning that is accessible to all. Again, this position has its critics, for example, being provided with alternative resources can segregate learners or make them feel socially isolated from their peers, and can be a poor alternative to disabled students having a shared learning experience with non-disabled peers.

The two approaches are not necessarily opposites, though. Indeed, some argue that a universal design approach can include the provision of alternative or special resources.

Whichever approach is adopted when designing accessible learning experiences and resources, personas can be used either as a way of checking whether an existing learning experience is likely to meet a particular real or imagined student’s needs, or as an aid to planning a new learning experience or resource.

Next, you’ll encounter some examples of innovation that help counter the myth that accessible online learning is boring.

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