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.