When I think about accessibility in learning design, especially through a UDL perspective, I’ve started to see it less as a checklist and more as a mindset. Accessibility, to me, is really about removing the mismatches between a learner and their environment—not “fixing” the learner, but adjusting the design so more people can participate meaningfully. CAST’s UDL framework has helped me understand that accessibility is rooted in flexibility: multiple ways to engage, multiple ways to take information in, and multiple ways to show understanding.

While working on my group’s Mindful Moments OER, I kept circling back to how teachers are learners too. An OER meant for classroom use shouldn’t only assume the needs of students—it should also support the teacher who might be squeezing in one minute at lunch to figure out how to guide a mindful breathing exercise. Some teachers might want to quickly skim text because their classroom is noisy at lunch. Others might benefit from listening to a short audio version if they have headphones. UDL reminds me that offering options isn’t extra work—it’s what makes learning actually reachable for more people.

In this course, we’ve talked a lot about how accessibility and multimedia can either lower barriers or accidentally raise them. Thinking about this while designing our prototype made me realize that “accessible design” doesn’t have to be complicated. Sometimes it’s just offering a clear layout, predictable navigation, and a choice of format. Ultimately, UDL pushes me to design with empathy, so that the people using the resource—teachers or students—can access what they need in the way that works best for them.