Introduction to the accessibility and Universal Design for Learning map

Education is a right. Reaching it is a design question; every learning experience is designed for someone: someone who can hear the video, who can read for two hours, 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. Seven bodies of work stand behind that, holding seventy-three knowledge resources between them.

The seven groups

• How disability is understood, and what follows from the understanding (12)
• Where accessibility is decided before anything is designed (10)
• Conformance, assistive technology, and the gap between the two (15)
• Designing for the predictable range of learners, distinct from disability (7)
• What is owed to a person, and what proactive design does and does not discharge (11)
• The practice around an individual request, and what design does beforehand to change how often one is needed (12)
• Clinical, health, research, studio and shop settings, and who can take part (6)

Three more sit at the fork. Those three are offered as engagements.

Thirteen of the seventy-six come from Universal Design for Learning.

All in addition to the right to ask.

Seven groups. One question, asked in seven places: who was this built for?

Seventy-three knowledge resources and three engagements in all. Each one is a way of asking that question earlier. Scroll down to explore the map.