Nearly every effort to improve the world moves through learning that someone has to be able to reach.

Built for someone who can hear the video. Built for someone who can read for two hours. Built for someone whose energy on Thursday matches their energy on Monday.

None of that is written down. It is assumed.

Assumed once, it repeats. Every module, every platform, every cohort.

Changed early, it is one decision. Left late, it becomes a request, made again by each person it failed.

The work is to change the assumption before it hardens. Six bodies of work stand behind that, holding thirty-two knowledge resources between them.

The six groups

• Grounding (8): how disability is understood, and what follows from the understanding
• Institutions, governance and change (4): where accessibility is decided before anything is designed
• Standards and technical practice (5): conformance, assistive technology, and the gap between the two
• Designing for variability (4): designing for the predictable range of learners, distinct from disability
• Rights, duty and accommodation (8): what is owed to a person, and what proactive design does and does not discharge
• Sectors and participation (3): clinical, health and research settings, and who can take part

Ten of the thirty-two come from Universal Design for Learning.

Six groups. One question, asked in six places: who was this built for?

Thirty-five resources in all. Each one is a way of asking that question earlier. Scroll down to explore the map.