Advocate making all learning materials as accessible as possible from the start
Making education accessible from the start is easier – and far more inclusive – than trying to retrofit accommodations for individual students with disabilities. That’s the takeaway from two recent research projects at the Justice Institute of British Columbia (JIBC), both focused on improving accessibility in post-secondary education. It’s a critical need, given that more than a quarter of Canadians report having a disability, according to the 2022 Canadian Survey on Disability.
The first research project, led by principal investigator Kavita Sah George with Dennis Yip and Darcye Lovsin, examined the challenges staff and instructors face when creating accessible digital course materials. As more learning shifts online, the team found that accessible design is no longer optional but essential.
Conducted through JIBC’s Centre for Teaching, Learning & Innovation (CTLI), which develops the institution’s online courses and educational resources, the research was supported in part by funding from the Social Sciences and Humanities Research Council of Canada. It also aligns with broader national and provincial goals: the federal plan for a barrier-free Canada by 2040 and B.C.’s Accessibility Act, which requires postsecondary institutions to create accessibility plans, and remove barriers.
Instructors often not aware of students’ disabilities
One of the study’s most striking findings, George said, is that instructors often don’t know when students have disabilities. Many students choose not to disclose due to stigma, lack of diagnosis, or simply not realizing they qualify for support. That uncertainty makes it difficult for instructors to tailor accommodations, reinforcing the importance of designing materials that work for as many learners as possible from the outset.
JIBC’s Dr. Mary DeMarinis reached similar conclusions in a separate research project she conducted as part of her doctoral dissertation at the University of British Columbia. Drawing on the experiences of student affairs professionals who help students access accommodations, her study argues that the current system unintentionally creates barriers. Dr. DeMarinis, who served 13 years as JIBC’s Registrar and Director of Student Affairs, noted in an interview that the traditional model – where students must apply for accommodations from institutions and individual instructors, and provide medical documentation – has barely changed in decades and often leaves students feeling singled out.
She said in an interview that her research found the process can be “dehumanizing and intimidating,” time consuming and stigmatizing. Students must repeatedly identify themselves as different from their peers and navigate complex institutional requirements. She argues that Universal Design for Learning (UDL), which builds accessibility into course design from the start, would reduce these barriers. With fewer requests for standard accommodations, accessibility offices could focus on specialized support for those who need it.
Accessible and inclusive must become new normal
Both studies highlight that accessible design benefits everyone. Features like captions, transcripts, and flexible formats help students with disabilities, but they also improve comprehension and convenience for all learners. Yet the CTLI research found that institutions often lack clear policies, training, and coordination around accessibility. Without clarity on who is responsible for ensuring materials are accessible, mismatches can occur – for example, assigning drag-and-drop activities to students who rely on keyboard navigation due to limited motor skills.
George emphasizes that fixing inaccessible materials after the fact is far more time consuming than designing them accessibly from the start. Once documents are converted into multiple formats, retrofitting becomes even harder.
“Make it accessible from the start. It’s more thoughtful, inclusive and less expensive,” she said. “Initially, it may seem difficult to build accessible documents, but eventually it becomes a way of life.”
Dr. DeMarinis adds that rethinking student assessments is also part of the solution. Instead of relying heavily on timed, written exams, she suggests focusing on assessments that demonstrate how students apply what they’ve learned – an approach that can reduce barriers for many learners.
Ultimately, her dissertation argues, the real challenge isn’t how students learn, but how learning materials are designed. Moving from a system built around individual accommodations to one grounded in inclusive practices and design requires a cultural shift. But when accessibility becomes the default rather than the exception, post-secondary education becomes more welcoming – and more effective – for everyone.
To read CTLI’s study, click here.
To read Dr. DeMarinis’ dissertation, click here.
For more on the Centre for Teaching, Learning & Innovation visit here.
To learn more about JIBC Applied Research projects, see Our Projects.