5.5 Implications
The implications of this research are considerable, both in theory and practice. This research demonstrates the value of direct, active engagement with students that recognizes their value as knowledge holders. This practice aligns with the principles of inclusive design, including inclusive practices and respect for diversity and uniqueness. A key result of phase 1 (preference for Word and web content) emphasizes the broader beneficial impact sought by inclusively designed solutions. Word documents work for everyone. More accessible documents mean more inclusion and less accommodations. While new laws and new phases of law, such as ADA Title II and the Accessible Canada Act ICT Standard, may help improve rates of digital accessibility, the desired changes must always be informed by users.
This study’s methods could be recalibrated to ask students what file formats work best for them, expanding beyond just accessibility to consider usability and preference. Such research could work to confirm a finding of this study, should Word and web formats be preferred by most students. While post-secondary students are, for example, often surveyed as part of course and program review, those answers lack the rich depth of qualitative interviews. While stock multiple choice reviews of a course may provide some insight into general practices, further specifics are invaluable. Accepting that people are experts in their own experience means engaging students in rich discussion about what works, and what does not work, best for them. Such data provides valuable insights to make teaching and learning more inclusive, effective, and enjoyable.
The main goal of this work was to translate nebulous ‘things must be accessible’ directives, policies, and laws into concrete action that post-secondary employees can implement immediately to include disabled students and improve the learning experience for all students. If—as the co-designers requested—content was provided in Word documents, not PDF; visuals were described when presented; and faculty were more open to conversations about access, all students would experience a fuller, more valuable education.
