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- 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.