Embracing Accessibility: A Crucial Step in Learner-Centered Design
The Center for Higher Education Policy and Practice (CHEPP) has launched an insightful new resource, Online by Design: How Accessibility is Fundamental to Learner-Centered Design. This project features contributions from staff and young adult alumni of the National Center for Learning Disabilities (NCLD), including:
- Nicole Fuller, Policy Manager, NCLD
- Alondra Gonzalez, Young Adult Leadership Council, Alum
- Nick Leininger, Young Adult Leadership Council, Alum
- Will Marsh, Young Adult Leadership Council, Alum
In the United States, over 21% of undergraduate college students identify as having a disability (National Center for Education Statistics, 2023). Given that nearly a quarter of the student population is disabled, it is imperative, now more than ever, that higher education needs to become more accessible and inclusive. Historically, higher education systems have not adequately met the needs of these learners in both in-person and online settings (ADA National Network, 2021). Consequently, only 18% of disabled adults over 25 have a bachelor’s degree—half the rate of adults without a disability (Field, 2023). This disparity is concerning, especially considering that a college degree is a key indicator of economic stability and well-being.
To address this, higher education must prioritize accessibility by investing in robust accommodations and expanding accessible multimodal higher education programs using universal design for learning. Online by Design is the second paper in CHEPP’s series on the importance of learner-centered design in higher education. It highlights the importance and opportunity of disability inclusion, showcasing what some institutions and practitioners are doing to meet the essential needs of students with disabilities and making recommendations for institutions, practitioners, and federal policymakers. These recommendations align with NCLD’s ongoing advocacy efforts, including passing the RISE Act, improving postsecondary data systems to include students with disabilities, and strengthening Section 504’s regulations.
Read the full resource.