Written By: Lofaine Bradford, Learning Coordinator, APHSA
This post from the APHSA Organizational Effectiveness (OE) team focuses on accessible learning design and its critical role in enhancing the digital learning experience of all learners. To start implementing these principles within your organization—from strategy development to practical integration—contact Jennifer Kerr, Director of OE at JKerr@aphsa.org. You can also download the reference guide to this post.
The worldwide market for online learning has grown by more than 900% since 2000, making it the fastest-growing market in the education industry. Advancements in technology and digital learning methods have also made huge strides. This growth in both quality and quantity has shifted learner expectations away from a “one-size-fits-all” approach to a learning design model that is built for all learners—fully accessible regardless of neurodiversity, disability status, or style of engagement with digital content.
This shift is a call for organizations to enhance accessibility in learning design and offer flexible learning solutions that cater to the diverse needs of their learners.
Why Accessibility Matters in Learning Design
Accessible learning design benefits everyone, not just people with disabilities.
Organizations that make accessible learning design a priority will see expanded participation from individuals who might otherwise be shut out; the involvement of all learners builds a sense of belonging for others within learning environments; enhancements made for accessibility increases overall content usability and learning outcomes.
Incorporating accessibility features from the start also reduces the inevitable need for accommodations and the pressure felt by individuals to disclose their neurodivergence or disabilities.
To create learning experiences that remove barriers and reflect the full diversity of human ability, accessibility must be integrated from the ground up.
Understanding Neurodiversity and Disability
A disability is the experience of any condition that makes it more difficult for a person to engage in certain activities or have access within a given society. In the United States, an estimated 44 million people, or 13.4 percent, experience a significant disability. They can include cognitive, intellectual, developmental, mental, physical, or sensory impairment, or a combination of these conditions.
Neurodiversity, in contrast, reframes cognitive and behavioral differences as natural variations in human experience rather than deficits. While neurodivergence often refers to cognitive and learning disabilities, such as autism, dyslexia, and attention deficit hyperactivity disorder (ADHD), not all neurodiverse conditions fall under the umbrella of disability.
Accessibility ensures that everyone, not just those who can navigate learning content “as is,” can access, navigate, and benefit from learning experiences.
Moving Beyond the Web Content Accessibility Guidelines (WCAG)
The Web Content Accessibility Guidelines (WCAG) is a globally recognized technical standard created by the World Wide Web Consortium (W3C) for learning designers, developers, and accessibility evaluators. When implemented, the guidelines are meant to reduce barriers for desktop and mobile learners.
WCAG 2.2 is built around four core principles:
- Perceivable – Information must be presented in ways all users can perceive.
- Operable – Users must be able to navigate and interact with content.
- Understandable – Content and operation should be clear and predictable.
- Robust – Content should work reliably across technologies and assistive tools.
While adhering to the WCAG standards, as well as the Americans with Disabilities Act (ADA) guidelines, is an important first step to creating equitable learning experiences, accessibility is not just about following legal requirements. Accessibility is a strategic and ethical commitment to serving all learners.
Practical Design Tips and Tools
Accessible learning design involves intentional planning from the start. Some key practices include:
- Page structure and navigation: Use consistent headings, labels, and menus. Provide site maps or search options for easy navigation.
- Content order and focus: Organize content logically so that assistive technologies can follow it predictably.
- Video and audio: Include captions, transcripts, and avoid auto-play.
- Images and color: Add alternative text for informative images and avoid using color as the only way to convey information.
- Typography and icons: Choose readable fonts (e.g., Arial, Calibri) with proper spacing and ensure high color contrast.
- Forms and feedback: Use clear labels, avoid placeholder-only fields, and provide meaningful error messages.
- Testing: Check accessibility with screen reader software such as Job Access with Speech (JAWS) or Voiceover, and keyboard-only navigation.
Moving Forward with Accessibility in Learning Design
Accessibility is more than compliance with standards like WCAG and ADA; it represents a strategic and ethical commitment to support every learner. Practical measures include clear page structure, captions for media, alternative text for images, and testing with assistive technologies.
Ultimately, accessible learning benefits all learners, fosters belonging, improves usability, and reduces barriers from the start. This means that everyone can access, navigate, and benefit from learning experiences.
About the Author
Download the accompanying list of references and resources for this post!
Lofaine Bradford, Learning Coordinator at APHSA’s Organizational Effectiveness Team
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