The three engagements the knowledge resources ground. Each names the resource that sets out its method in full.
Screen reader and keyboard optimised version. All content is presented in reading order, with no diagram, tabs, or scripting. An interactive map version presents the same content as a navigable diagram.
Section 1 of four
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.
Section 2 of four
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.
Sources are written out in full here as well as numbered, so that following a reference is never necessary to understand an entry.
Services
The three engagements the knowledge resources ground. Each names the resource that sets out its method in full.
Accessibility Review
Service · Accessible Learning Labs
Offered as a service
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.
Group. Services
Home branch. Accessibility · Well established
Grounding. WCAG; UDL; disability studies; systems knowledge
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.
Group. Services
Home branch. Accessibility · Well established
Grounding. UDL; backward design; assessment equity; systems knowledge
Themes. Access, Alignment
Sources
Reference 2: CAST (2024). Universal Design for Learning Guidelines, version 3.0.
Reference 40: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.
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.
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.
Universal Design for Learning2. CAST (2024). Universal Design for Learning Guidelines, version 3.0. https://udlguidelines.cast.org
Every resource on this page reflects applied work carried out with learners, design teams, and partner organizations, and is grounded in the scholarship listed above. An interactive version of this map presents the same content as a navigable diagram.