Exploring Disability Simulators to Enhance Understanding of Diverse Learners Challenges

After previously exploring visual impairment simulators in a prior course, for this exercise, I chose to engage with the Funkify Chrome extension to simulate various disabilities, from dyslexia to motor challenges. Three websites, including Canvas, the New York Times, and EngagementAP.biz (the site I am creating for this course), were reviewed using this extension. In all cases, tasks such as locating a menu or copying information, which typically required minimal cognitive effort, became disorienting and frustratingly difficult.  Using the simulator highlighted how many digital environments can exclude users with disabilities, no matter how well-intentioned they are.

From a Universal Design for Learning (UDL) perspective, the simulator emphasized significant gaps in accessibility. All of the sites explored lacked alternative text for images, offered poor contrast ratios (visual), and strongly relied on mouse-based navigation. Each of these design flaws violates UDL principles related to providing multiple means of representation and engagement (CAST, 2018). In contrast, those sites that offer clear headings, multimodal content, and keyboard-based navigation demonstrate that inclusive design is indeed possible to support the diverse needs of learners. 

UDL guidelines are specific in proactively promoting inclusive design that addresses learner diversity rather than reacting to it. It is essential to recognize that UDL necessitates a comprehensive commitment, ongoing professional development, and a shift in equity from simple accommodation to inclusive design (Rose, et al., 2006). Ethically, UDL needs to be recognized as a transformational framework. In other words, accessibility should not be optional but foundational to design as disability is simply a dimension of diversity (Dolmage, 2017). Simulator extensions, such as Funkify, are beneficial in fostering empathy when it comes to accessibility; however, such tools need to be paired with widespread action. Real accessibility will require educators and designers to incorporate inclusion into their pedagogy. 

In conclusion, the simulator experience strengthened my commitment to integrating accessibility into each layer of my instructional design journey. As I continue to develop Canvas modules and lesson plans, I will prioritize clarity, flexibility, and multimodal access to provide diverse learners with the equitable access they deserve.  

References

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.orgLinks to an external site.

Dolmage, J. (2017). Academic ableism: Disability and higher education. University of Michigan Press.

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, G., & Abarbanell, L. (2006). Universal Design for Learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135–151.