General Principles

  • Shift the responsibility for accommodations. It is our society, not the individual or student, that has the ethical obligation to create the conditions for inclusivity – extending to the educational institution, the instructor, and the curricula.
  • Accessibility should be incorporated in the design, rather than relegated to post-hoc fixes.
  • Recognize insufficiency in institutional support for people with access issues. Avoid relying on bureaucratic help, or considering accessibility outside of your terrain.
  • Design general solutions. Think in terms of categories of needs and learning styles rather than specific conditions.
  • Be flexible– design for customizability and personalization to individual needs.
  • Incorporate multiple options at every level. Consider the main principles of the Universal Design for Learning: multiple means of action, engagement, and expression.