Blog Post #3
Inclusive Design
Image by Getty Images
This week really made me rethink what accessibility actually means. Before this I mostly saw inclusion as fixing something after a problem came up. If a student needed extra time or a different format then you adjust it. I did not really think about how the original design itself could either create barriers or remove them from the start.
After reading the Inclusive Learning Design post and going through the Inclusive Design Guide one idea really stayed with me. There is no such thing as an average learner.
When I started building my Interactive Learning Resource on AI misconceptions I realized I was designing it for someone like me. Someone who is comfortable with technology and already understands the basics of AI. But that is not realistic. Not everyone feels confident about AI. Some people find it confusing or intimidating. Others think they understand it but only know surface level ideas. Some might not even really know what a term like algorithm means beyond hearing it online.
This is when Universal Design for Learning started to make sense to me. It helped me see that if I design for only one type of learner I am automatically excluding others without even meaning to.
Image by Getty Images
UDL focuses on three main ideas:
- Multiple means of engagement
- Multiple means of representation
- Multiple means of expression
For engagement I realized I cannot just put information on a page and expect people to care. Even though AI is everywhere it can still feel confusing or complicated. If it sounds too technical people might lose interest quickly. So I started thinking about using everyday examples like how Netflix recommends shows how TikTok decides what appears on your feed or how ChatGPT answers questions. That makes the topic feel more connected to daily life instead of something abstract.
For representation I understood that I should not rely only on long paragraphs to explain each misconception. Not everyone learns best by reading large blocks of text. Some people understand better through visuals. Some prefer short summaries. Others need information broken into smaller sections so it does not feel overwhelming. Even clear headings spacing and shorter sections can make a big difference.
For expression even though my resource is not a formal test learners should still be able to do something with the information. Instead of only reading they could respond to a reflection question or think through a short scenario. That helps them apply the idea instead of just scrolling past it. It makes the learning feel more active and intentional.
Image by YASA Design Studio
The biggest change for me this week was realizing that inclusion is a mindset. It is not something you add at the end. It starts with asking better questions from the beginning.
- Who might feel lost here?
- What assumptions am I making?
- Where could confusion happen?
- Am I designing for confidence, or for clarity?
Technology can help remove barriers but it can also create them without us noticing. If I fill my AI resource with too much technical language beginners might feel lost right away. But if I simplify everything too much people who already know a bit about AI might get bored. Inclusive design is not about making things easier. It is about making them flexible enough to work for different kinds of learners.
I am still developing my Interactive Learning Resource but this week made me slow down and think more carefully about my choices. Instead of designing something only for people who already feel confident about AI I want to design something that also supports people who feel confused unsure or even skeptical about it.
For me that is the real difference between accommodation and inclusion. Accommodation happens after someone struggles. Inclusion happens before that. It is about planning ahead.
Honestly this way of thinking feels bigger than just this project. It changes how I see design in general. It makes me realize that small decisions can either open the door wider or quietly close it.