Sectors and participation

How this landscape is organized

This is the accessibility work of a learning design practice, gathered in one place. It draws on two branches: Accessibility, which concerns access at the level of an individual person and the obligation an institution holds toward them, and Universal Design for Learning, which concerns designing for the predictable range of learners before any individual request is made. The two are related but not the same, and the arrangement here keeps them distinct while showing where they meet.

Resources are arranged in seven groups by what they are for, rather than by which branch they grow on. A group therefore holds resources from both branches where the question they answer is shared. Each resource names its home branch so the distinction is never lost. Groups are given in alphabetical order.

Every resource states the bodies of knowledge it rests on and cites its sources by number to the reference list in Section 4. Where a resource is still in development, it is marked as such: the grounding and sources are settled, and the written resource is not yet published.

Two kinds of relationship are given for each resource. Most related is calculated from sources and themes held in common, and surfaces resources that answer similar questions from different groups. Connected resources are the direct relationships recorded on the map — the resources a reader is likely to need alongside this one.

What is here

3 resources in this group — 3 from Accessibility. Resources from other groups are named where they are closely related; the full landscape carries all thirty-five.

Visit the Sectors and participation page · All seven groups in one page

Every resource, in full

Sources are written out in full here as well as numbered, so that following a reference is never necessary to understand an entry.

Sectors and participation

Clinical, health and research settings, where access questions carry additional duties, and the question of who is able to take part at all.

References and resources

The theory, law, and standards these resources are rooted in, listed once and cited by number above. Peer-reviewed, statutory, and institutional sources link directly. Books, reports, and legislation are cited in full so they can be found in any library catalogue or official register.

1. Universal Design for Learning1. Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
2. Research ethics11. Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council, & Social Sciences and Humanities Research Council (2022). Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans — TCPS 2 (2022).
   https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2022.html
3. Accessibility standards15. W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation.
   https://www.w3.org/TR/WCAG22/
4. Human rights law36. British Columbia (Public Service Employee Relations Commission) v. BCGSEU, [1999] 3 S.C.R. 3, 1999 CanLII 652 (SCC) — the “Meiorin” decision, establishing the unified bona fide requirement test and accommodation to the point of undue hardship.
   https://www.canlii.org/en/ca/scc/doc/1999/1999canlii652/1999canlii652.html
5. Assessment37. Messick, S. (1995). “Validity of Psychological Assessment: Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning.” American Psychologist, 50(9), 741–749.
6. Health professions education48. Meeks, L. M., & Jain, N. R. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians with Disabilities. Association of American Medical Colleges.
7. Health literacy49. Nutbeam, D. (2000). “Health Literacy as a Public Health Goal: A Challenge for Contemporary Health Education and Communication Strategies into the 21st Century.” Health Promotion International, 15(3), 259–267.
8. Disability and health equity50. Krahn, G. L., Walker, D. K., & Correa-De-Araujo, R. (2015). “Persons with Disabilities as an Unrecognized Health Disparity Population.” American Journal of Public Health, 105(S2), S198–S206.
9. Social determinants51. WHO Commission on Social Determinants of Health (2008). Closing the Gap in a Generation: Health Equity Through Action on the Social Determinants of Health. World Health Organization.
10. Knowledge mobilization52. Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). “Lost in Knowledge Translation: Time for a Map?” Journal of Continuing Education in the Health Professions, 26(1), 13–24.