Challenge C Substantive Post 2

UDL positions accessibility as an active design concept rather than a passive accommodation. According to Kat Holmes’ idea, disability is a mismatch between a person’s abilities and their environment but not an individual limitation (Holmes, 2020). This idea reframes accessibility as an equity issue, designing learning experiences that flex to meet diverse needs rather than expecting learners to meet a single standard of “normal”.

In multimedia and interactive learning environments, accessibility directly influences how learners process and understand information. The most memorable part for me in this module is how accessibility becomes meaningful only when it connects to real experiences. For example, I have been using screen readers and text-to-speech tools when my eyes feel tired and I found it completely changes the learning process for people who rely on auditory support. When content is well-structured with headings and readable layouts, the screen reader flows smoothly. When it is not, the screen reader becomes confusing and almost unusable. This made me realize that accessible design is not just a feature but also decides if people can participate or not.

Another idea comes to me is that accessible multimedia can also benefit learners who are not the original target group. For example, subtitles help people in noisy environments and ESL people to better understand. UDL reminds us that accessibility is not an add-on but a core part of creating learning environments that truly welcome diverse learners.

ReferenceHolmes, K. (2020). Mismatch: How Inclusion Shapes Design. MIT Press.