From Barriers to Inclusion: How Accessibility Transforms Learning Design

Imagine you create a fantastic instructional video or an engaging online course, only to

find out that a significant number of learners can’t fully access it. That is where

accessibility comes in! Designing with accessibility in mind ensures that all learners,

including those with disabilities, have equal opportunities to engage and succeed.

Accessibility in instructional design is guided by important laws and standards, including

the Americans with Disabilities Act (ADA), Section 508 of the Rehabilitation Act, and the

Web Content Accessibility Guidelines (WCAG). These regulations help ensure that

digital content is designed to be usable by individuals with disabilities, including those

with visual, auditory, cognitive, or motor impairments. These laws and guidelines did not

emerge overnight; they are the result of decades of advocacy and progress in the fight

for equal access. To understand how accessibility in instructional design has evolved,

it’s important to look at the historical milestones and key figures—such as Tim Nugent—

who helped pave the way for more inclusive education.

A Brief History of Accessibility Laws & Guidelines

Accessibility in education has come a long way, thanks to the advocacy and contributions of pioneers like Tim Nugent. Often called the "father of accessibility in higher education," Nugent was instrumental in advocating for students with disabilities, pushing for ramps, curb cuts, and accessible classrooms at the University of Illinois in the 1940s and 1950s University of Illinois Urbana-Champaign, 2016). His work laid the foundation for future accessibility laws that impact media design today.

1. Two major laws have significantly shaped accessibility in instructional media: The Americans with Disabilities Act (ADA) (1990) – This landmark civil rights law prohibits discrimination against individuals with disabilities in all areas of public life, including education. ADA requires educational institutions and businesses to provide accessible digital and physical environments (Americans with Disabilities Act, 1990).

   
   

2. Section 508 of the Rehabilitation Act (originally passed in 1973, amended in 1998) – This regulation specifically mandates that federal agencies ensure their electronic and information technology (including websites, videos, e-learning materials) is accessible to individuals with disabilities. If you have ever seen captions on a government video or noticed an “alt text” description on a website, you have seen Section 508 in action (Rehabilitation Act, 1973/1998).

In addition to these laws, WCAG (Web Content Accessibility Guidelines) provides a framework for digital accessibility, ensuring content is perceivable, operable, understandable, and robust for all users (World Wide Web Consortium [W3C], 2018).

These guidelines help instructional designers create media that accommodates screen

readers, provides text alternatives, and ensures clear navigation for all users.

Accessibility for All!

Accessible media design is more than just a legal requirement, it is a commitment to inclusivity and social justice in education. When we design instructional materials that are accessible, we empower all learners, including those with disabilities, to participate fully in the learning experience.

By following accessibility guidelines, we create a more inclusive world where education is truly for everyone. After all, good design is accessible design, and when learning is open to all, everyone benefits! So, let us continue building a more inclusive digital landscape—one captioned video, alt-text image, and screen-reader-friendly document at a time!

Quick Accessibility Checklist for Media Design:

• Add captions and transcripts for videos.

• Use alt-text for images.

• Ensure high-contrast color schemes.

• Provide keyboard navigation options.

• Avoid flashing content that could trigger seizures.

• Disable autoplay for videos to give users control over media playback.

  
  

Accessibility is not just a requirement—it is a mindset that creates a better learning experience for everyone. Let us make it happen!

References

Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq. (1990).

Rehabilitation Act of 1973, § 508, 29 U.S.C. § 794d (1973/1998).

University of Illinois Urbana-Champaign. (2016, September 22). The game changer [Video]. YouTube. https://www.youtube.com/watch?v=UGqzYdysVSc

U.S. Access Board. (n.d.). Section 508 standards and guidelines. Retrieved March 7, 2025, from https://www.access-board.gov/

U.S. Department of Justice. (n.d.). Americans with Disabilities Act (ADA). Retrieved March 7, 2025, from https://www.ada.gov/

World Wide Web Consortium (W3C). (2018). Web content accessibility guidelines

(WCAG) 2.1. Retrieved March 7, 2025, from https://www.w3.org/TR/WCAG21/