Removing Barriers
Image generated by OpenAI’s DALL·E 3
Imagine walking through a city designed only for Olympic athletes. Sidewalks are extra tall, doors are heavy, and stairs are the only way up. For most people, this would make daily life frustrating or even impossible. Now, imagine education designed the same way—favoring only those who learn in a specific way while leaving others behind. This is where inclusive learning design comes in, not as a way to “accommodate” but to remove barriers before they even appear.
From Accommodation to Universal Design
Traditionally, educational accessibility has been treated as an afterthought, with modifications made for students who struggle. However, the Universal Design for Learning (UDL) framework challenges this approach, arguing that learning environments should be built to support all students from the start. Think of it like curb cuts in sidewalks—originally designed for wheelchair users but now benefiting parents with strollers, travelers with luggage, and even skateboarders. In the same way, inclusive learning design benefits everyone.
The GPS of Learning
A great metaphor for inclusive learning design is a GPS system. When you use GPS, it doesn’t force you onto one rigid route; it gives multiple options based on your preferences, abilities, and changing conditions. UDL applies the same principle by providing multiple ways to engage with content, demonstrate learning, and stay motivated. Whether through videos, interactive discussions, or gamified assessments, students get to choose the best path for their success.
Lessons from Video Game Design
One of the most effective fields in creating universally accessible experiences is video game design. Games naturally incorporate scaffolding, offering tutorials, difficulty levels, and adaptive challenges. Players aren’t penalized for needing extra time or choosing a different approach—they are encouraged to find their own way. Educators can take inspiration from this by designing assignments and assessments that allow for creativity, exploration, and individualized pacing.
Why This Matters
Image generated by OpenAI’s DALL·E 3
By shifting from accommodation to proactive design, we create learning experiences that empower all students, not just those who fit traditional molds. Removing barriers means ensuring that every learner, regardless of ability, background, or learning style, has an equal opportunity to succeed.
Inclusive learning is not about making exceptions—it’s about making education work for everyone. The question isn’t, “How can we help students adapt?” but rather, “How can we design education so that no adaptation is needed?”
This article does a great job of illustrating the importance of inclusive learning design and the Universal Design for Learning framework. The GPS metaphor is particularly effective in showing how learning should offer flexible pathways rather than forcing every student into a single rigid approach. The comparison to video game design is also insightful, as games naturally provide scaffolding, adaptive challenges, and multiple ways to engage, much like a well-designed educational experience should.
Shifting from accommodation to proactive design is a crucial step in making education truly accessible. Instead of making modifications after the fact, we should be designing with all learners in mind from the start. By embracing UDL principles, educators can create learning environments that are engaging, adaptable, and effective for all students, regardless of ability, background, or learning style. This perspective is an important shift that makes education more equitable and inclusive.
Hi Dawson! I really like your first analogy, it illustrates how traditional education often caters to a specific group while unintentionally excluding others. Your discussion of Universal Design for Learning (UDL) as a proactive approach rather than a reactive one is so important. Instead of forcing students to fit into a rigid system, UDL ensures that learning environments work for everyone from the start. I especially liked your point about video game design. Games naturally scaffold players through tutorials and difficulty adjustments, something education could embrace more effectively. Your post highlights that designing for inclusion benefits everyone, shifting from the view that accessibility is an “extra” . When we remove barriers before they arise, we create a more engaging learning experiences that empower all students to succeed. Thanks for sharing this perspective!
I liked the use of the Olympic athlete analogy, as well as the GPS analogy in your post. I found the framing of universal design as the removal of barriers to be a good prespective to have for educators. I agree with the idea that inclusive design aims to make education possible for everyone. Overall, a decent post.
Hey Dawson,
I really liked the way you explained inclusive learning with simple, relatable examples. The GPS metaphor really made sense to me—it makes so much sense that education should offer different paths instead of forcing everyone to do the same activity. The comparison to video game design was also a great idea. Games naturally adapt to different skill levels, so why shouldn’t education do the same?
Your discussion about changing from accommodation to proactive design really stood out to me. Instead of making last-minute fixes, we should be thinking about accessibility from the beginning. I also liked how you connected it back to Universal Design for Learning (UDL). When we design learning resources with everyone in mind, it makes learning better for all students—not just those who need extra support.
Do you think there are any specific ways educators can take inspiration from video game design to make learning more engaging and flexible? Would love to hear your thoughts!
Looking forward to your response!
Hi Dawson! You had a great hook that introduces the subject very clearly and immediately you got my attention. The Olympic city analogy is very striking which made your point and issue immediately relatable. When I kept reading, I noticed you talked about video game design. I also play games myself and you’re absolutely correct about how accessible they can be for a diverse range of students. I think you’re definitely correct about educators about taking inspiration from video games and how it’s accessible and allows for more learning opportunities and allows for students to be more engaged with the material. Great read overall and I look forward to reading your next post. Well done!