Accessibility is not only about inclusion. It is also federal law. In 1998, Congress amended the Rehabilitation Act to strengthen Section 508 and require federal agencies to ensure their technology is accessible to individuals with disabilities. These requirements align with Web Content Accessibility Guidelines (WCAG) Level AA standards and apply to documents, presentations, e-learning, and multimedia. Compliance is not optional. 

The good news is that, when accessibility requirements are built into training design from the beginning, content is clearer and easier to follow for everyone. 

My work sits at the intersection of Section 508 and Universal Design for Learning (UDL). UDL is an educational framework developed by the Center for Applied Special Technology (CAST), an organization dedicated to educational accessibility. It has its roots in universal design in architecture, where accessibility features such as curb cuts and lever-style door handles make environments easier for everyone. 

UDL applies the same principle to the learning process by designing content that supports a diverse group of learners through multiple ways of accessing information, engaging with it, and demonstrating understanding. Rather than designing for an average user, the goal of UDL is to account for learner variability from the start. 

A simple example is color contrast in design. According to the U.S. Department of Labor, approximately 4% of Americans are color blind. When contrast is insufficient, or when color alone is used to convey meaning, information in charts, diagrams, and slides may not be distinguishable to individuals with color vision differences. However, color contrast is also ideal for individuals who are farsighted or fatigued. Similarly, video captions and transcripts intended for individuals with auditory processing disorder or hearing impairments may also assist non-native speakers. 

In practice, training project accessibility works in tandem with backward design and adult learning principles. This means defining outcomes first and designing content to support multiple ways that adults learn. 

For a large-scale federal training program, my GFT team and I developed accessible e-learning, video, slides, and supporting guides. From the outset, accessibility shaped the work. We structured documents for screen reader use, applied color contrast standards to slides, and intentionally leveraged development tools to ensure compatibility with assistive technology.  

My perspective on accessibility comes from both professional and personal experience, and it shapes how I approach every project and team I work with.

Early in my career, I taught gifted students with learning differences, including dyslexia, attention-deficit/hyperactivity disorder (ADHD), and hearing loss. That experience shaped how I think about learning. Later, as an instructional designer at the University of New England, I applied UDL to online course development. I also led faculty workshops on accessibility and contributed to the development of accessibility standards for the online college. Additionally, as a participant in the EDUCAUSE ID2ID program, I partnered with an instructional designer from Gallaudet University for the deaf and hard of hearing to complete a capstone project focused on UDL.

For me, accessibility is also personal, as I have seen how effective teaching strategies and accommodations can significantly improve outcomes for my gifted son, who has auditory processing challenges.

That perspective shapes not only how I support teams, but also how I approach every project. Accessibility is a strategic foundation, not an add-on or a final checkpoint. When embedded from the start, it sharpens clarity, improves usability, and ultimately drives better outcomes. This is especially true for adult learners, who expect learning experiences to be relevant, intuitive, and immediately applicable. Accessibility makes that possible, and it’s the standard I bring to every piece of work.