Good instructional design should make learning easier to access, understand, and use. That does not mean making a course easier. It means removing unnecessary barriers that can get in the way of learning.
Universal Design for Learning, often called UDL, provides a useful way to think about this. Rather than creating one learning experience and trying to fix accessibility problems later, UDL encourages us to think about different learners from the beginning.
For example, important information might be available as text, video, and audio. A video might include captions and a transcript. Learners might have more than one way to practice a skill or show what they know. Instructions should be clear, navigation should be predictable, and course materials should work with assistive technology whenever possible.
Artificial intelligence can help with some of this work. AI tools can provide a starting point for transcripts, descriptions, summaries, alternative explanations, and simplified versions of complicated content. AI can also help instructional designers identify areas that may need additional review. However, AI-generated materials still need human attention. A transcript can contain errors, an image description can miss an important detail, and simplified language can sometimes change the original meaning.
For freelancers and contractors, UDL can also help guide conversations with subject matter experts. An expert may know the content extremely well but may not have considered how a learner with a disability, limited technology, or less background knowledge will experience it. Asking these questions early can prevent major revisions later.
Accessibility should not be something we check off at the end of a project. When accessibility and UDL are built into the design process, they often make the learning experience better for everyone.
Designing for more learners from the beginning usually means fixing fewer problems at the end.