6 Conclusion

Legislation alone has been insufficient to improve the accessibility of digital learning material. In post-secondary education, increasing employees’ understanding of students’ experience with inaccessible content may represent a more effective means of encouraging the creation and selection of accessible materials. This research produced a rich collection of student experiences with digital learning material. After engaging with that co-designed resource, 85% of post-secondary employees reported increased interest in creating and choosing more accessible content. By examining the accessibility of digital learning material from the perspective of disabled students, this project contributes a publicly available resource with relevance beyond the immediate study. In addition to its potential to inform individual practice, the resource also provides a dataset that may support future research in this area. Ad hoc accommodations are not a sustainable substitute for accessibility, nor do they advance accessibility or inclusion. Understanding the necessity and value of accessible digital learning materials is paramount to effective inclusive education. This study finds that where legislation alone has had limited impact, fostering greater empathy and understanding among post-secondary employees may offer a promising path to reducing the exclusion of disabled students.