How to read this. By group arranges the resources in this group with the most established nearest the centre. By theme repositions the same circles by the ideas they share. Select any circle to read it.
Circle size shows how established the contribution is in the field, and distance from the centre says the same thing again: the anchor of each group sits nearest the middle, newer or more contested work further out. Colour shows the group. Every resource names its home branch — Accessibility or Universal Design for Learning — when selected.
A map of thirty-five resources positioned by group. The same content is available as a list below.
Drag to move · scroll to zoom
The resources in this group in reading order, without the map. Each names what it is grounded in, the themes it shares with others, and the sources it rests on.
Designing for the predictable range of learners. Distinct from disability, and kept distinct here: variability is a design premise, disability is a relationship between a person and an environment.
Visit the Designing for variability page
The thesis the other UDL work inherits
Designing from the outset for the full, predictable range of human variability, so the environment fits diverse learners rather than a mythical average one. It is the worldview that grounds every other contribution on this branch.
Grounded in Universal Design for Learning (CAST; Rose & Meyer)
Themes Variability, Scale
The engagement principle in practice
Designing multiple pathways into motivation for learners who arrive with very different reasons for being there, including those who would rather not be. Where engagement is not solved, little downstream can land.
Grounded in UDL engagement principle; adult learning
Themes Motivation, Variability
Multiple entry points and pathways
Designing entry so newcomers and experienced practitioners can each begin where they are, without boring the one or losing the other. It is a representation-principle problem common to every sector.
Grounded in UDL representation principle
Themes Variability, Access
Draws on Designing for Learner Variability at Scale
Sources 2
The production economics of flexibility
Making multiple means of engagement, representation, and expression economically feasible at scale, increasingly with AI-assisted production. It is the meta-capability that makes the rest affordable to deliver.
Grounded in Learning technology; AI-assisted design
Themes Scale, Iteration
How disability is understood, and what follows from the understanding. These resources supply the frame every later decision is made inside.
The grounding that changes what a designer sees
Social, medical, and interactional models of disability; ableism as institutional structure rather than individual attitude; disability as identity, culture, and political community. It is the grounding that allows a barrier to be named as a design failure rather than a learner’s deficit, and it is what distinguishes accessibility practice from compliance administration.
Grounded in Social model (Oliver); academic ableism (Dolmage); Titchkosky; Kafer
Themes Disability studies, Equity, Access
Draws on Why Universal Design Never Eliminates Individual Accommodation, Partnering with Disabled People in Learning Design, Equity-Centered Learning Design
Co-design without extraction
Structuring lived-experience partnership so that it is compensated, early enough to shape decisions rather than ratify them, and accessible in its own conduct. It attends to the pattern in which technical expertise quietly eclipses lived experience, and favours partnership with disability-led organizations already doing this work over convening participants anew.
Grounded in Nothing about us without us (Charlton); inclusive design; TCPS 2 research ethics
Themes Disability studies, Community, Equity
Draws on Disability Studies for Learning Designers, Accessible Research Participation and Knowledge Products
The frame chosen before any design decision is made
Medical, social, biopsychosocial, economic, functional solutions, social identity or cultural affiliation, and charity — seven models in active circulation, each of which settles in advance what counts as the problem and who is obliged to act on it. This resource sets them beside one another with their strengths and their costs, and treats the choice of model as a design decision rather than a philosophical preference, because the model implicit in a project brief is usually the model that shapes what gets built.
Grounded in ICF (WHO, 2001); social model (Oliver); Retief & Letšosa; Shakespeare
Themes Disability studies, Access, Equity
Draws on Disability Studies for Learning Designers, Why Universal Design Never Eliminates Individual Accommodation, From Accommodation to Proactive Inclusive Design
The reference layer, written barrier-first
Visual, auditory, deafblind, speech, mobility and body structure, cognitive and learning, seizure, and psychological disabilities, each set against the barriers people actually encounter in digital and physical environments. It is written barrier-first rather than diagnosis-first, so that a designer reaches for the environmental change rather than the label — and it is the reference layer that the more argumentative resources on this branch quietly assume a reader already holds.
Grounded in ICF (WHO, 2001); WCAG 2.2; disability studies
Themes Disability studies, Access, Variability
Draws on Designing for the Assistive Technology People Actually Use, Models of Disability as Design Decisions, Designing for Episodic and Fluctuating Conditions
What exists, and what it does for a person
Screen readers, magnification, speech input, alternative pointing, augmentative and alternative communication, hearing technologies, and the low-technology and adaptive strategies used at least as often — described by what they accomplish for a person rather than by product name, and paired with the frameworks that structure a selection decision. It is the survey that has to precede the harder question of why conformant content still fails against the technology people actually use.
Grounded in HAAT model (Cook & Polgar); SETT framework (Zabala); WHO assistive technology guidance
Themes Disability studies, Access, Standards
Draws on Designing for the Assistive Technology People Actually Use, Disability Categories and the Barriers People Meet, Accessible Procurement and Vendor Accountability
Why the numbers disagree, and how to use one honestly
Measurement by diagnosis, by function, or by self-identification produces materially different populations, which is why global and national prevalence figures diverge so widely and why the choice of instrument is never neutral. This resource covers the major global and Canadian sources and their known undercounts, and how to carry a number into a business case or a funding application without asking it to bear more weight than it can.
Grounded in WHO World Report on Disability; WHO Global Report on Health Equity for Persons with Disabilities; Canadian Survey on Disability; ICF
Themes Research, Disability studies, Equity
Draws on Accessible Health and Patient Education, Institutional Accessibility Planning as a Change Program
Professional practice, not a list of prohibitions
Person-first and identity-first language and why the choice belongs to the person rather than the institution; addressing someone directly rather than their interpreter or support worker; offering assistance without presuming it is wanted or acting before it is accepted. It is written for facilitators and instructors as professional communication practice, on the understanding that the failures that matter in a learning room are rarely failures of intention and almost always failures of default behaviour under time pressure.
Grounded in Disability etiquette guidance (United Spinal Association); CRPD; disability studies
Themes Community, Disability studies, Capacity
Draws on Inclusive Facilitation & Capacity Building, Partnering with Disabled People in Learning Design, Disability Studies for Learning Designers
The social and cultural layer over everything
Attending to power, culture, and whose knowledge is treated as legitimate across the whole design, rather than as a separate module. It connects directly to equity evaluation and to equity-centred knowledge mobilization.
Grounded in Equity-centred and culturally responsive design
Themes Equity
Draws on Designing for Learner Variability at Scale
Sources 24
Where accessibility is decided before anything is designed - procurement, planning, faculty development - and what makes a published commitment turn into changed practice.
Visit the Institutions, governance and change page
The decisions made before anything is built
An inaccessible platform, once purchased, sets the ceiling on everything designed inside it. This resource covers reading an accessibility conformance report critically rather than accepting it at face value, using recognised standards as procurement criteria, writing remediation commitments into agreements, and piloting with disabled users before signature.
Grounded in EN 301 549; WCAG 2.2; VPAT and accessibility conformance reports
Themes Standards, Policy, Access
Draws on Accessibility Triage for Existing Course Inventories, Designing for the Assistive Technology People Actually Use, Institutional Accessibility Planning as a Change Program
From awareness to what instructors actually do
Institutions have offered accessibility and inclusive design workshops for years, often with limited change in daily teaching practice. This resource diagnoses whether the gap is capability, opportunity, or motivation, then designs accordingly — point-of-need supports, discipline-specific exemplars, and department-embedded work — with any content on legal obligation delivered alongside the accommodation office rather than independently of it.
Grounded in COM-B and the Behaviour Change Wheel (Michie et al.); adult learning; UDL
Themes Capacity, Change, Access
Draws on Closing the Knowing–Doing Gap, Inclusive Facilitation & Capacity Building, Institutional Accessibility Planning as a Change Program
From a published plan to demonstrable change
Statutory obligation produces an accessibility plan, a committee, and a feedback mechanism; it does not by itself produce sequencing, ownership, or capability. This resource brings systems design and change management to accessibility governance, and is written for a contributing role on an institutional plan rather than for authorship of an institution’s accessibility position.
Grounded in Accessible Canada Act; Accessible British Columbia Act; change management; systems thinking
Themes Policy, Systems, Change
Draws on The Duty to Accommodate in Learning Design, Evaluating Whether Design Reduced Barriers
From understanding to changed practice
Designing for the distance between what learners understand and what they actually do — the transfer problem seen through an inclusive lens. It shares its machinery with reflection at the experience level and with change at the systems level.
Grounded in Transfer research; Universal Design for Learning
Themes Transfer
What is owed to a person, and what proactive design does and does not discharge. The legal and ethical architecture within which access decisions are made and defended.
Visit the Rights, duty and accommodation page
The anchor · why both are permanent, and both are skilled
Individual accommodation is not a residue left behind by imperfect design. Human variability has no outer edge, some barriers are the very thing an assessment is meant to measure, and the duty is owed to a person rather than discharged by a process — which is why proactive design and individual accommodation remain complementary, and why the accommodation encounter is skilled professional practice rather than an administrative step.
Grounded in Inclusive design and one-size-fits-one; the duty to accommodate; construct validity
Themes Accommodation, Access, Variability
Draws on From Accommodation to Proactive Inclusive Design, Making Accessibility More Than Compliance, The Duty to Accommodate in Learning Design, Essential Requirements and the Limits of Flexibility, Designing Out the Disclosure Requirement
The legal frame, written for those who build and teach
The architecture within which access decisions are made and defended: the procedural and substantive duty, the unified bona fide requirement test, and accommodation to the point of undue hardship, set in the Canadian frame with the cross-border standards that vendor and partnership work require. It is offered as synthesis for designers, faculty, and institutions; determinations in individual cases rest with accessibility advisors and accommodation offices, and with legal counsel where a matter becomes contested.
Grounded in Meiorin and the BFOR test; Accessible Canada Act; BC Human Rights Code; Accessible British Columbia Act; ADA and Sections 504/508
Themes Accommodation, Policy, Access
Draws on Why Universal Design Never Eliminates Individual Accommodation, Essential Requirements and the Limits of Flexibility, Institutional Accessibility Planning as a Change Program
What a standard genuinely requires, articulated in advance
The most demanding judgment in the field: when flexibility preserves what is being measured, and when it alters it. This resource supports programs in articulating their essential requirements before any dispute arises — separating what a standard genuinely requires from what it has inherited by convention — so that the reasoning is available to everyone who later needs it.
Grounded in Construct validity; constructive alignment; bona fide academic and technical standards
Themes Accommodation, Assessment, Alignment
Draws on Why Universal Design Never Eliminates Individual Accommodation, Eliminating Construct-Irrelevant Barriers in Assessment, Access in Clinical and Placement Education
Disclosure burden as a design variable
Access that is gated behind disclosure asks a person to name a private matter to someone holding authority over them, and the documented costs of that request are real: anticipated stigma, delay, and for some, a decision not to ask at all. This resource treats disclosure burden as something design can measure and reduce — why a flexible deadline requiring an email is a disclosure event and a built-in buffer is not — while leaving the accommodation record itself where it belongs, with the office that holds it.
Grounded in Stigma and concealment (Goffman); academic ableism; BC information-governance requirements
Themes Disability studies, Access, Equity
Draws on Why Universal Design Never Eliminates Individual Accommodation, Disability Studies for Learning Designers, Designing for Episodic and Fluctuating Conditions
Program architecture for conditions that vary
Attendance policy, deadline architecture, cohort progression, and leave-and-return pathways — the structural layer of a problem that individual accommodation handles with difficulty because most systems assume stable limitations. It is program and policy design, offered in the knowledge that disabled people and experienced advisors hold far more understanding of these conditions than the design literature yet reflects.
Grounded in Episodic disability framework (O’Brien et al.); disability studies
Themes Accommodation, Wellbeing, Access
Draws on Designing Out the Disclosure Requirement, Essential Requirements and the Limits of Flexibility
The layer above domestic duty
The Universal Declaration of Human Rights, the Convention on the Rights of Persons with Disabilities and its General Comments, and the Marrakesh Treaty, together with the regional instruments — the Charter of Fundamental Rights of the European Union, the African Charter on Human and Peoples’ Rights, and the Inter-American Convention. It explains why accessibility obligations converge across jurisdictions rather than arising independently in each, and supplies the vocabulary required to work with partners outside Canada.
Grounded in UDHR (1948); CRPD (2006); Marrakesh Treaty (2013); regional human rights instruments
Themes Policy, Standards, Access
Draws on The Duty to Accommodate in Learning Design, Institutional Accessibility Planning as a Change Program, Partnering with Disabled People in Learning Design
The field's defining reframe
Shifting from retrofitting access for individuals after the fact to designing inclusively from the start, so fewer barriers are ever built in. It states the paradigm shift the field rests on, plainly.
Grounded in Universal Design for Learning; inclusive design principles
Themes Access, Variability
Draws on Designing for Learner Variability at Scale, Accessibility Review, Why Universal Design Never Eliminates Individual Accommodation
Measuring capability, not obstacles
Removing features of an assessment that get in the way of demonstrating mastery without being part of what is measured, so results reflect capability rather than incidental barriers. It works alongside assessment designed as experience.
Grounded in Construct validity; UDL action & expression
Themes Assessment, Access
Draws on Designing for Learner Variability at Scale, Accessibility Review, Essential Requirements and the Limits of Flexibility
Clinical, health and research settings, where access questions carry additional duties, and the question of who is able to take part at all.
Visit the Sectors and participation page
Holding patient safety and access seriously at once
Placement, simulation, precepting, and competency assessment are where essential requirements are most contested and where safety arguments can close conversations that deserve to stay open. This resource works through the design and assessment architecture that allows a program to protect genuine safety requirements while examining the ones it has never had reason to question.
Grounded in Technical standards in health professions education (Meeks & Jain); construct validity; duty to accommodate
Themes Accommodation, Assessment, Access
Draws on Essential Requirements and the Limits of Flexibility, Accessible Health and Patient Education
Access beyond the learner, to the person receiving care
Health literacy, plain language, communication access, and accessible patient education and informed consent, set against the documented health disparities disabled people experience. It is the point at which accessible learning design reaches materials intended for patients and the public rather than for students and staff.
Grounded in Health literacy (Nutbeam); disability health disparities (Krahn et al.); social determinants of health
Themes Access, Wellbeing, Equity
Draws on Access in Clinical and Placement Education, Designing for Learner Variability at Scale
Who can take part, and who can read the findings
Consent materials, participant-facing instruments, plain-language summaries, and accessible dissemination — increasingly expected by research ethics boards and funders, and rarely designed for. It sits at the junction of knowledge mobilization and accessibility, where a study’s reach is set as much by its materials as by its recruitment.
Grounded in TCPS 2 (2022); knowledge mobilization; WCAG 2.2
Themes Research, Access, Equity
The three engagements the knowledge resources ground. Each names the resource that sets out its method in full.
Service · Accessible Learning Labs
A rigorous review of learning environments that holds four interconnected bodies of knowledge in view at once, producing findings a surface-level compliance check cannot. It is offered as a specific, scoped service.
Grounded in WCAG; UDL; disability studies; systems knowledge
Themes Access, Evaluation
Draws on Making Accessibility More Than Compliance, Inclusive Course & Curriculum Design, Accessibility Triage for Existing Course Inventories
Service · Accessible Learning Labs
Inclusive design of courses and curricula for faculty, designers, and curriculum committees — integrating design frameworks, pedagogy, and the systems knowledge that makes change endure. It is offered as a specific service.
Grounded in UDL; backward design; assessment equity; systems knowledge
Themes Access, Alignment
Draws on Accessibility Review, Making Accessibility More Than Compliance, Essential Requirements and the Limits of Flexibility
Service · Accessible Learning Labs
Facilitation understood as a professional stance shaped by how power, identity, and legitimate knowledge are held — and the building of others' capacity to facilitate inclusively. It is offered as a specific service.
Grounded in Power-aware facilitation; adult learning; equity
Themes Community, Capacity, Access
Draws on Accessibility Review, Faculty Development That Changes Accessible Practice
Conformance, assistive technology, and the gap between the two. What a standard requires, and why meeting it does not always mean a person can use the thing.
Visit the Standards and technical practice page
A defensible order of work when everything cannot be fixed at once
Most institutions hold thousands of documents, modules, videos, and pages built before anyone was checking, with no realistic path to full conformance. This resource offers a tiered protocol — what is remediated now, what is rebuilt at next revision, what is retired, and which standard applies to each tier — using high-volume required and compliance training as the worked example.
Grounded in WCAG 2.2; EN 301 549; remediation prioritisation
Themes Standards, Access, Scale
Draws on Accessible Procurement and Vendor Accountability, Designing for the Assistive Technology People Actually Use, Accessibility Review
Why conformant content can still fail in practice
Conformance and assistive-technology fluency are not the same thing, and the difference shows quickly in real use. This resource covers testing with actual assistive technology rather than automated checking alone, and the reasons technically conformant material can still obstruct — while leaving assessment, tool matching, and training to the assistive technology specialists and advisors whose professional work that is.
Grounded in SETT framework (Zabala); HAAT model (Cook & Polgar); WCAG 2.2
Themes Standards, Access, Disability studies
Draws on Accessibility Triage for Existing Course Inventories, Accessible Procurement and Vendor Accountability, Accessibility Review
The part of universal design most often handed to facilities
The seven principles of universal design as they were originally written — for buildings, spaces, and products — and what they require of a classroom, a laboratory, a placement site, and the hybrid arrangements that now carry a large share of teaching. It is the part of universal design that learning designers most often hand to facilities management, and the part that determines whether a person can be present in the room at all.
Grounded in Principles of Universal Design (Connell et al., 1997); CSA B651; Accessible Canada Act
Themes Access, Variability, Standards
Draws on Why Universal Design Never Eliminates Individual Accommodation, Access in Clinical and Placement Education, Making Accessibility More Than Compliance
Access as design quality, not a checklist
Treating accessibility as a dimension of good design rather than a minimum legal standard met at the end. It is the conceptual bridge from inclusive learning design to the accessibility, disability and accommodation branch, and to the service line offered alongside it.
Grounded in WCAG; UDL; inclusive design
Themes Access
Draws on Designing for Learner Variability at Scale, Accessibility Review, Inclusive Course & Curriculum Design, Why Universal Design Never Eliminates Individual Accommodation
Closing the UDL cycle with evidence
Measuring whether an inclusive design actually lowered barriers, rather than assuming that it did — ending on rigor rather than aspiration. It belongs to the shared evaluation family that runs across the practice.
Grounded in Evaluation design; Universal Design for Learning
Themes Evaluation, Access
Draws on Designing for Learner Variability at Scale, Institutional Accessibility Planning as a Change Program
This map shows one group. Each of the seven has its own page.
The theory, standards and law these resources rest on, listed once here and cited by number above. Peer-reviewed and institutional sources link directly; books and reports are cited in full so they can be found in any library catalogue.