An edtech leader sorts through some key mindset and design challenges.
GUEST COLUMN | by Scott Anderberg
MUHAMAD CHABIB ALWI
For too long, accessibility in education has been treated as an accommodation – a set of modifications applied after the fact, an exception to the rule. But that assumes there’s a “normal” way of learning, and anyone who doesn’t fit the mold needs special adjustments to keep up. That assumption is wrong.
The real barrier isn’t the student—it’s the system.
Disability isn’t a personal flaw or an individual problem to solve. The social model of disability shows us that the real issue is how we design our schools, our courses, and our technology. If a student with a visual impairment can’t access an assignment, the problem isn’t their eyesight – it’s that the content wasn’t designed with them in mind. If a video lecture has no captions, the issue isn’t the student who is deaf; it’s the lack of built-in support for multiple ways of learning.
‘If a student with a visual impairment can’t access an assignment, the problem isn’t their eyesight – it’s that the content wasn’t designed with them in mind. If a video lecture has no captions, the issue isn’t the student who is deaf; it’s the lack of built-in support for multiple ways of learning.’
When we frame disability as a systemic issue rather than an individual limitation, it changes everything. Accessibility stops being an afterthought and becomes an essential part of how we design learning for everyone from the start.
Ableism in Education: The Barriers We Create
Ableism – the term used to describe the concept that certain bodies and minds are “normal” and others are “less than” – is baked into many of our educational systems. It’s in the assumption that all students can process written text at the same speed, that they can sit through a 90-minute lecture without breaks, or that they can take a timed test without needing adjustments. It assumes that if they can’t, the strength of their intellect is the problem rather than acknowledging that their unique approach to consuming, assimilating, and creating information is a strength of its own.
We see this in digital learning, too. Courses that rely on heavy text without alternatives. Videos without captions. Content that can’t be navigated with a keyboard alone. Systems that are frustrating or impossible to use with assistive technology.
And yet, when we design with accessibility in mind from the start, we create better learning for everyone. A course that’s easy to navigate for a student using a screen reader is also clearer and more intuitive for all students. Captions benefit students with hearing loss, but they also help students in noisy environments, non-native speakers, and anyone who prefers reading along. Flexible, multimodal learning – text, audio, video, interactive elements – meets a range of learning needs, not just those labeled as “accommodations,” and, the presence of new ways to engage with the content may just help students find ways that are more effective for them that they otherwise would never have been exposed to or tried.
In short: Good accessibility is just good design.
Inclusive Learning Isn’t a Checkbox – It’s a Mindset
Accessibility isn’t about compliance – it’s about equity. It’s about acknowledging that disability is not the exception, but a natural part of being human. It’s about designing systems that don’t just work for an imagined “average” student, but for the full diversity of learners.
That means:
- Building flexibility into course design – multiple ways to access content, demonstrate learning, and engage with materials.
- Using technology that supports diverse needs – ensuring platforms and digital tools work with assistive tech, offer text-to-speech, and are designed for clarity.
- Making accessibility part of faculty/course designer training – so instructors don’t see it as extra work, but as an essential skill in modern education.
- Centering disabled voices – because those who directly experience barriers are the only ones who know what that experience feels like and the barriers it creates, and it’s up to all of us to create more accessible learning environments.
Inclusive education is about recognizing that learners with disabilities deserve access, autonomy, and dignity – not as a bonus, but as a fundamental right. It’s about dismantling the barriers that have excluded them for too long and committing to an education system where accessibility isn’t questioned, but rather expected and supported by everyone.
Accessibility as Innovation
The irony is that many of the accessibility features that are still considered “accommodations” are just better ways to learn. Voice-to-text helps students with motor impairments – but it also makes it easier for anyone to capture ideas on the go. Dark mode reduces eye strain. Keyboard navigation is faster than a mouse for many users.
Education has always been about innovation – about expanding what’s possible for human potential. Why, then, are we often still treating accessibility as a burden instead of an opportunity?
When we build accessible infrastructures, we build a system where more students succeed. We remove the stigma of needing “accommodations.” We stop expecting students to adapt to an exclusionary system and start designing systems that adapt to every student.
This isn’t about checking a compliance box – it’s about justice for those who are marginalized by inaccessible systems and ableist structures. Education should be a right, not a privilege shaped by accessibility barriers. When we design for inclusion, we’re not just improving learning – we’re building a more just world.
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Scott Anderberg has dedicated his career to supporting universities around the world to develop and deliver better educational experiences online. He started this journey in the USA at the eCollege help desk, directly supporting educators and students in their teaching and learning activities and was instrumental in their product, sales and account management functions. Following the acquisition of eCollege by Pearson, he spent 15 years in roles spanning from market development across EMEA to establishing and launching Pearson’s Online Program Management business in Australia and leading Pearson’s Online Learning Services business in markets outside of North America. Scott joined Moodle in February 2024 to replace Moodle Founder Martin Dougiamas, who after 24 years as CEO, announced his transition to Head of Research. Scott is incredibly excited to be joining the Moodle community to continue to enable Moodle’s impact for educators and students around the world. Connect with Scott on LinkedIn.
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