When we talk about accessibility, the practice of designing learning experiences so people with disabilities can use them fully and independently. Also known as inclusive design, it’s not just about adding captions or screen reader support—it’s about building from the start so no one gets left behind. In online learning and MFA programs, accessibility isn’t a bonus feature. It’s the foundation. If your course video has no captions, a deaf student can’t learn. If your PDF syllabus isn’t tagged for screen readers, a blind student can’t navigate it. If your website requires a mouse to use, someone with limited mobility is locked out. These aren’t edge cases—they’re real people trying to study, create, and grow.
Assistive technology, tools like screen readers, voice recognition, and alternative keyboards that help people interact with digital content only works if the content itself is built to support it. Many online learning platforms still fail here. A video lecture might have auto-generated captions that are 40% wrong. A portfolio submission site might require drag-and-drop uploads that don’t work with keyboard navigation. An MFA application portal might ask you to upload a 50-page PDF with no text layer—rendering it useless to someone who relies on a screen reader. These aren’t technical glitches. They’re design choices that exclude people. And they happen all the time, even in programs that claim to value diversity.
Good accessibility isn’t about compliance checkboxes. It’s about digital equity, the principle that everyone should have equal access to learning opportunities, regardless of physical, sensory, or cognitive differences. Think about it: if your MFA program only accepts video portfolios without audio descriptions, you’re silently telling students who are blind or low-vision that their art doesn’t belong. If your online workshops require real-time participation without chat or captioning, you’re excluding people with anxiety, autism, or hearing impairments. Accessibility isn’t a favor—it’s a right. And when you design for it, everyone benefits. Captions help non-native speakers. clear layouts help people with ADHD. keyboard navigation helps anyone using a tablet or phone on the go.
The posts in this collection don’t just mention accessibility—they show how it’s done. You’ll find guides on voice-enabled learning assistants that help workers train hands-free, microlearning that fits into short attention spans, and competency-based assessments that measure real skill, not test-taking ability. You’ll see how ethical course creators avoid false promises and build trust through honest design. You’ll learn how green hosting and low-energy tools reduce digital waste without sacrificing access. These aren’t theoretical ideas. They’re practical steps taken by real educators and institutions who understand that learning shouldn’t come with barriers.
What you’ll find here isn’t a list of rules. It’s a roadmap. A way to move from seeing accessibility as a legal requirement to seeing it as the core of great teaching. Whether you’re an artist applying to an MFA program, a teacher building an online course, or a designer creating a learning platform—this collection shows you how to build something that works for everyone. Not just some. Not just the easy cases. Everyone.
Learn how to design online courses that work for learners with disabilities using practical, real-world accessibility strategies that benefit everyone-not just those with impairments.