Rick Godden and Anne-Marie Womack reflect on accessibility in the learning process in their essay for the Digital Pedagogy Lab, “Making Disability Part of the Conversation: Combatting Inaccessible Spaces and Logics”:

By making disability a part of the conversation — or perhaps, more pointedly, by acknowledging that it is always an integral part of any conversation about learning and pedagogy whether we explicitly acknowledge it or not — we encourage instructors to evaluate classroom spaces and pedagogical practices for accessibility. Do your practices privilege one sort of body-mind over another? Would contingency plans for accommodation be better integrated into teaching methods as a choice rather than an exception? Identifying the potentially ableist logic of our pedagogies is only the first step, however. Designing inclusive learning spaces is a process, one that must be reevaluated on a continual basis, and one where our students need to be invited into, rather than be treated as the recipients of, ‘best practice’ authoritative models of teaching practice.”

IMAGE CREDIT: “Access all areas #2” by Pietromassimo Pasqui, licensed under CC BY-NC-ND 2.0CC BY-NC-nd 2.0.