{"id":663,"date":"2026-05-06T21:11:57","date_gmt":"2026-05-07T01:11:57","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/?post_type=chapter&p=663"},"modified":"2026-05-06T23:24:33","modified_gmt":"2026-05-07T03:24:33","slug":"4-1-phase-1-students","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/chapter\/4-1-phase-1-students\/","title":{"raw":"4.1 Phase 1 Students","rendered":"4.1 Phase 1 Students"},"content":{"raw":"

4.1 Phase 1 Students<\/h2>\r\nThe results of the co-design sessions provided valuable insight into the student experience. By working with students to analyze their experiences using assistive technology, common thematic elements reveal numerous issues facing disabled students in post-secondary education. Data from the student sessions was coded and sorted into four themes: Formats, Student Experience, Time, and Solutions.\r\n

4.1.1 Formats<\/h3>\r\nAll co-designers mentioned digital file formats that do and do not work well for them and their assistive technology. The chosen file formats used in a course has a significant impact on learners. One Langara student explained:\r\n
\r\n
\u201cYou\u2019re really playing Russian roulette with what you\u2019re getting and sometimes you have to drop the course on the first day \u2019cause you see what format they\u2019re using.\u201d<\/blockquote>\r\n<\/div>\r\n

\u2013 Stella Grynspan<\/p>\r\nThe lack of information about what to expect means learners may find their experience inconsistent, disjointed, or impossible to manage.\r\n\r\nLangara student Stella Grynspan indicated that they have \u201ctaken multiple courses where I couldn\u2019t even do the course because they had many inaccessible sources.\u201d An unnamed former Langara and current UBC student noted that inaccessible content in a class was such a barrier that:\r\n

\r\n
\u201cI dropped that course! I couldn\u2019t pass it! I dropped the course, and it changed my education trajectory.\u201d<\/blockquote>\r\n<\/div>\r\nThe Canadian Human Rights Commission (2017) found that 20% of Canadian students with disabilities altered their academic path due to their disability. A 2022 article found that inaccessible content \u201ccan halt academic progress for students who rely on assistive technology\u201d (Lomellini et al., p. 2).\r\n\r\nCo-designers expressed that inaccessible content is a direct barrier to success. Langara student Lila McKinlay noted that while some courses have \u201cbeen excellent, the majority\u2019s been really tough, and some have been really, really . . . hindering my ability to participate.\u201d Stella noted that inaccessible content has \u201cbeen prohibitive in taking multiple classes at Langara [and] really prohibitive to my education.\u201d\r\n\r\nAs discussed in previous sections, some file formats are more accessible than others. While each learner is different, there are formats that generally work better with assistive technology. Former Langara and current SFU student Soma Ali, who uses screen reader software for all digital content, noted a preference for Word documents. When asked about an ideal format, Soma said:\r\n
\r\n
\u201cI ask that they produce it in a Word format. A rich text or something other than PDF, as JAWS [screen reader software] and PDFs I find are not the most compatible with one another . . . I wish [instructors] would be more willing to convert things . . . out of PDF.\u201d<\/blockquote>\r\n<\/div>\r\n

\u2013 Soma Ali<\/p>\r\nWhen asked \u2018what does JAWS do with an inaccessible PDF?\u2019, Soma replied:\r\n

\r\n
\u201cIt would say to me, blank document.\u201d<\/blockquote>\r\n<\/div>\r\nHere Soma explained a common occurrence with inaccessible PDFs. As PDFs inherently lack accessible structure, an inaccessible PDF is essentially an image and screen reader software cannot convey the content to the user.\r\n\r\nLila McKinlay noted content types that don\u2019t work for any learner:\r\n
\r\n
\u201cI\u2019ve had so many times where it\u2019s just a scan of an article, a scan of . . . you know, 3 pages of a book or something, and it\u2019s freaking even sideways, and it\u2019s just so fucking annoying, and so that\u2019s where I\u2019ve had to go find my own technologies.\u201d<\/blockquote>\r\n<\/div>\r\nHowever, Lila acknowledged progress over time and some positive experiences:\r\n
\r\n
\u201cThey made sure that there was no textbooks that had to be purchased. They were making sure that they had . . . yeah, basically that all their stuff was\u2026 as accessible in the broad term of that . . . it was all, um . . . digitally created, no scans.\u201d<\/blockquote>\r\n<\/div>\r\nThe small distinction Lila notes between digital content that was more accessible and poor-quality scans of content may not be significant to readers who do not rely on assistive technology or have near-perfect eyesight.\r\n\r\nStella stressed the importance of instructors making deliberate and intentional choices with their learning materials, imploring: \u201cplease realize if you\u2019re using a textbook, make sure it\u2019s accessible . . . because [disabled students are] not only just . . . reading the textbook, they\u2019re also converting it into an accessible format for them and a format that they can learn.\u201d Fichten et al. (2020) found that proprietary text-to-speech technology included in some electronic textbooks and general incompatibility with assistive technology were significant factors making many digital books inaccessible.\r\n\r\nRegarding textbooks, both Stella and Matt McLeod (a former Langara and current UBC student), indicated their frustration with courses that over-rely on publisher platforms. Matt was critical of instructors stating they \u201care being lazy because they\u2019re getting, they\u2019re getting a PDF full of . . . lecture slides, notes, talking points, keywords, and an exam bank. So, they have to do shit.\u201d Matt was incredibly gracious in his next sentence, asking, \u201cIs that really their fault? The instructor? No, because they\u2019re in a world where they\u2019re not paid enough to do what they\u2019re doing. They\u2019re exploited\u2026 most of them.\u201d Stella, when asked who is most responsible for inaccessible content, stated:\r\n
\r\n
\u201cI would say it\u2019s the teachers. I don\u2019t want to blame them because they\u2019re underpaid and they\u2019re overworked.<\/blockquote>\r\n<\/div>\r\nHowever, Stella noted a simple compromise to ensure students get access to essential information: \u201cif [instructor] could just . . . put everything in the most simple . . . it doesn\u2019t have to be super \u2019cause it has to be a Word document with everything that\u2019s going to be on the test.\u201d Henry Swan\u2019s 2025 guide to inclusive design suggests good design will \u201cprioritise content\u201d so that \u201cpeople can accomplish tasks in a way that suits their needs without undermining the quality of the content\u201d.\r\n\r\nWhile only speaking for herself, Stella wanted to remind instructors to focus on what really matters, access:\r\n
\r\n
\u201cYou can call me whatever you want . . . you can say whatever you want to me as long as you actually make an effort to give the accessible format and you don\u2019t have to be perfect.\u201d<\/blockquote>\r\n<\/div>\r\n

\u2013 Stella Grynspan<\/p>\r\n\r\n

4.1.1.1 Activity<\/h4>\r\nFour of five co-designers were asked about file formats they:\r\n
    \r\n \t
  1. Can\u2019t use<\/li>\r\n \t
  2. Don\u2019t like or have difficulty using<\/li>\r\n \t
  3. Like and use<\/li>\r\n<\/ol>\r\nBy combining the responses, patterns of what formats do not work for disabled students were revealed. As we move to the last question, responses reveal what file formats worked for all co-designers. This pattern follows the inclusive design principle of solving for one and extending to many (Holmes, 2018).\r\n\r\n[caption id=\"attachment_567\" align=\"alignnone\" width=\"2560\"]\"\" Figure 1: Diagram of co-designers\u2019 perceptions of various file formats[\/caption]\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Table 1: Co-designers perceptions of various file formats<\/caption>\r\n
    Student<\/th>\r\nCan't use<\/th>\r\nDon't like or have difficulty using<\/th>\r\nLike and use<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    Former Langara and current UBC student<\/td>\r\nPrint textbooks<\/td>\r\nCopy protected eTextbooks; Publisher platforms that don't work with assistive technology<\/td>\r\nPDFs, even if they aren't perfect; Pirated content; Word and web content<\/td>\r\n<\/tr>\r\n
    Former Langara and current SFU student<\/td>\r\nPDFs (must be sent for remediation); Sometimes read some text but often nonsense and out order, worst case is 'blank document'<\/td>\r\nMany eTextbooks don't work well with needed software<\/td>\r\nWord (works with JAWS) for reading, writing, and formatting<\/td>\r\n<\/tr>\r\n
    Former Langara and current SFU student<\/td>\r\nVideos without transcripts; slides without description<\/td>\r\nPowerPoints without visual description; content with poor\/non-existent image descriptions<\/td>\r\nWord and web content for text heavy; PDF ok when created properly; Prefers plain text documents with essential information.<\/td>\r\n<\/tr>\r\n
    Langara student<\/td>\r\nArticle and book scans; Invisible bait text (to 'catch' AI use)<\/td>\r\n\"Accessible\" PDFs to split into digestible pieces (too large crashes software)<\/td>\r\nPowerPoint, Word documents, plain text<\/td>\r\n<\/tr>\r\n
    Langara student<\/td>\r\nMulti-sensory interactives that are incompatible with assistive technology<\/td>\r\nInaccessible eTextbooks<\/td>\r\nWord, web content with essential information in text.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

    Based on this exercise, Word documents were liked and used by all co-designers. Web content was mentioned by 3 out 5 as a format they like and can use. All students used at least one of those formats. While one student indicated they liked PDFs, this was as opposed to DRM locked publisher platforms.<\/p>\r\n\r\n

    4.1.2 Time<\/h3>\r\nAll students mentioned time, specifically how much time is required for schoolwork and related tasks. Each student mentioned the impact of inaccessible content as a significant burden that requires additional time to work around. When asked how long it takes to find content in formats that work with his assistive technology, Matt stated:\r\n
    \r\n
    \u201cMaybe 10 minutes now, right? And just in contrast to 15 seconds if it were in a format that were accessible.\u201d<\/blockquote>\r\n<\/div>\r\nSoma, who uses a screen reader, noted that readings take her significantly longer than other students: \u201ca sighted student could take maybe one or two hours. I take up to four to five hours to do one assignment or read a chapter.\u201d That is if the content is accessible. If content needs to be remediated, Soma must wait even longer. Having to wait for access puts disabled students at a disadvantage.\r\n\r\nStudents noted how time spent finding accessible content or converting inaccessible content ate into the time needed to do the actual work. A former Langara and current UBC student emphasized this point, revealing that \u201cthe time and stress involved with accessing and using the technological aspects of the courses was actually very huge. It was . . . almost 50-50.\u201d This student is not alone in their feelings; McGregor et al.\u2019s 2016 study found that disabled students faced significant obstacles caused by non-academic responsibilities. Stella also noted how having to create her own accessible versions of content cost her an incredible amount of time.\r\n
    \r\n
    \u201cIt took me two hours for something that it would take a student without accessibility needs 15 minutes because I had to relisten to my teachers saying it over and over again so I could draw it out and put into an accessible format. And then I had to figure out how I put that into an accessible format.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Stella Grynspan<\/p>\r\nStudents often framed their experience relative to their peers.\r\n

    \r\n
    \u201c[Another student], it takes 2 hours. Okay, you\u2019re someone with a disability, it already will maybe take you a bit longer just because of that, and then you\u2019re having to add on another hour or two just to try to access it.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Lila McKinlay<\/p>\r\nWhen asked \u201cDo you think people know [how long things take]?\u201d, Matt replied:\r\n

    \r\n
    \u201cNo, no one. No one has a clue.\u201d<\/blockquote>\r\n<\/div>\r\nChoosing and creating inaccessible learning material places unfair burdens of additional time, stress, and labour on students. On top of life, school, and other demands students have on their time, inaccessible content forces disabled students to commit extra hours every week to finding or converting material. Or they may just end up being excluded.\r\n\r\nSeveral students noted the time needed to develop their own methods to effectively operate in an inaccessible system.\r\n
    \r\n
    \u201cSo I\u2019m literally, like, it\u2019s hours upon hours of trying to, like, learn how to . . . use workarounds, background, blah blah blah. And so it\u2019s like, oh, maybe the next semester it\u2019ll be a little bit better, because I\u2019ve learned that, but then there\u2019s inevitably kind of another issue.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Lila McKinlay<\/p>\r\n\r\n

    \r\n
    \u201cTwo years at Langara before I figured this out . . . it took me two years of . . . banging my head and . . . ended up not accessing the content at all and just figuring it out through other ways of how I\u2019ve navigated the entire world.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Matt McLeod<\/p>\r\nHowever, Matt also noted the positive outcome of that process:\r\n

    \r\n
    \u201cIf I had not had this learning process here of like developing the competency and the mechanisms of like how to just like get my needs met and do it all for a couple years, UBC would not have been approachable.\u201d<\/blockquote>\r\n<\/div>\r\nUltimately, all the extra time needed to consume inaccessible content means students have less time and energy for learning.\r\n
    \r\n
    \u201cI spent a lot of hours in a lot of stress. All that time could have actually been used absorbing the knowledge and feeling confident.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Former Langara and current UBC student<\/p>\r\nThe additional time required of disabled students is a significant cost. The over reliance on accommodations instead of proactive accessibility also places significant strain on administrators, remediators, and instructors.\r\n

    4.1.3 Student Experience<\/h3>\r\nCo-designers all noted different factors that hindered their learning. Understanding the student experience, as it relates to inaccessible digital learning material and to their general experience in school, is key to understanding how to undo practices that negatively impact students and to create more welcoming and inclusive environments. Co-designers expressed varied emotional responses when asked about their experiences. Matt indicated that in his opinion, barriers experienced by students with disabilities, especially \u2018invisible\u2019 disabilities, can be difficult for others to understand.\r\n
    \r\n
    \u201cThey did not take me seriously until I literally sat down [redacted] and showed them what I needed and how I accessed the world.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Matt McLeod<\/p>\r\nMatt\u2019s sentiment aligns with other studies of academic ableism, as discussed in section 2.1.3, particularly Sheets\u2019 (2019) study that found instructors grappling to understand why they should accommodate \u201csomeone who appeared young and healthy\u201d (p. 80).\r\n\r\nSoma noted the negative repercussions of inaccessible content and how it significantly impacts her ability to demonstrate what she has learned and succeed:\r\n

    \r\n
    \u201cI just got an e-mail from [school] saying, hey, your GPA is below 2.00. If you don\u2019t get your GPA back up for the fall term, you\u2019re gonna be on academic probation for a year. And I\u2019m just sitting there going \u2018not again.\u2019 This is like the second time this has happened, right? It\u2019s not really my fault. The material was just not accessible.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Soma Ali<\/p>\r\nMatt echoed this sentiment, stating that the consequence of encountering inaccessible content is \u201cimmense . . . I will misunderstand deadlines or not fully understand something.\u201d Co-designers often expressed powerful emotions when asked how they felt when they encounter inaccessible content. Lila McKinlay, when reflecting on a specific instance when an instructor \u201cinvented a barrier\u201d, stated that the instructor\u2019s actions caused her \u201cso much self-doubt\u201d forcing Lila to ask herself \u201cWhat did I do wrong? What did I miss? How did I fuck that up? What did I, you know, where did I . . . It was so gross . . . being, like \u2018am I going crazy?\u2019\u201d Matt expressed that he felt he was \u201cholding emotional space for institutions\u201d while the \u201cfatigue over the many, many, many different . . . microaggressions that that person experiences\u201d took a significant toll on his mental wellbeing. When asked about how they feel when excluded, one student responded:\r\n

    \r\n
    \u201cIt\u2019s infuriating . . . your blood pressure goes up.\u201c<\/blockquote>\r\n<\/div>\r\n

    \u2013 Former Langara and current UBC student<\/p>\r\nSoma expressed that \u201cit was really upsetting and frustrating\u201d when they couldn\u2019t access content. Matt indicated that \u201cit was all exceptionally overwhelming because I didn\u2019t understand how I was gonna access this content, and so having that added barrier . . . adds a ton of emotional labour and work to just the process of school.\u201d\r\n\r\nSeveral students noted the lack of technical support and the technical barriers that often felt needless.\r\n

    \r\n
    \u201cWhere is every . . . where is all the people to support or interact with?\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Former Langara and current UBC student<\/p>\r\nThis student went on to express frustration with unfulfilled promises, stating recruitment information is \u201clying. I feel like what happens is it\u2019s all lies . . . it\u2019s like . . . \u2018Come to Langara! We\u2019re supporting you! We have all these things, da-da-da-da!\u2019 But . . . but then . . .\u00a0 nobody there to actually . . . connect with and help you do that, and the only reason I connected with you is because I was in the accessibility department.\u201d This student also lamented the technical skills required by all students to simply complete and submit assignments, stating:\r\n

    \r\n
    \u201cThese hoops that we\u2019re talking about, they\u2019re actually part of the course, because if you can\u2019t do it you can\u2019t actually complete the course.\u201c<\/blockquote>\r\n<\/div>\r\n

    \u2013 Former Langara and current UBC student<\/p>\r\nSome students have developed a patchwork of tools to get the access they need.\r\n

    \r\n
    \u201cA lot is really had to be self-taught . . . educating myself, googling everything, Reddit, how do you do it, figure it out, and so then I have that for the next time . . . and more often than not, I spend time just trying to figure workarounds or get it to work, and it inevitably doesn\u2019t really.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Lila McKinlay<\/p>\r\nMatt recounted an experience when familiar technology was swapped for one he had not previously used in an exam setting: \u201c[familiarity] is so important when you think about cognitive load when writing an exam. What do I need to be attending to when I write that exam? It\u2019s not calibrating. Try again. It\u2019s writing the exam.\u201d\r\n\r\nAs Soma expressed above, when learning material isn\u2019t accessible, students are unable to fully demonstrate their learning and succeed. Matt, reflective that other disabled students have had harder times than he has, referred to \u201ctragedies. They are what people think about when they think about someone that dropped out of university because like I know people here that couldn\u2019t access the institution the way that . . . the institution need[ed] to be negotiated and they just they just drop out.\u201d When someone is unable to conform to post-secondary\u2019s preconceived notion of what is acceptable, they are not welcome. Matt also expressed the emotional drain of constant barriers and how that left him with less energy to complete his schoolwork:\r\n

    \r\n
    \u201cI was so upset with this process of continually not feeling I can get the content in the way I needed it . . . It\u2019s more emotion, it\u2019s more cognitively. You . . . you\u2019re demanding more effort just to get to what I\u2019m supposed to be accessing and which is taking away from the amount of cognitive energy and effortful attention I have to just do the work itself. In and of itself that right there is more cumbersome and demanding than if it was accessible in a way that made sense.\u201d<\/blockquote>\r\n<\/div>\r\n

    \u2013 Matt McLeod<\/p>\r\nWhen content is inaccessible and disabled students are asked to do more work, they feel excluded and unwelcome. For one student, inaccessible content significantly undermined her confidence and academic success:\r\n

    \r\n
    \u201cI wasn\u2019t able to access as much . . . information. And confidence, as I feel like I am capable of.<\/blockquote>\r\n<\/div>\r\n

    \u2013 Former Langara and current UBC student<\/p>\r\n\r\n

    4.1.4 Solutions<\/h3>\r\nPeople often know what they need to succeed; they are experts on their own lived experience. All students offered suggestions and solutions that would help improve their experience. Matt expressed that being asked what would help them leads to better experiences:\r\n
    \r\n
    \u201cI know for me . . . it\u2019s asking me what I need . . . because it invites me to feel like I can . . . at least have a conversation . . . I\u2019ve only ever had one instructor who explicitly named, \u2018I want to meet you where you are, whether it becomes access, inclusiveness, whatever that looks like for you, I want to do that for you. I just need you to tell me what you need so I can help give it to you\u2019.\u201d<\/blockquote>\r\n<\/div>\r\nMatt\u2019s ask is not a demanding one, nor should disabled students have to make demands. As discussed in section 2.1.3 of this paper, students are not consulted about the efficacy of accommodations. The co-designers of this work confirm that even on an individual level, asking students what they need to succeed is the most effective kind of support.\r\n\r\nOther students also expressed appreciation for instructors that were willing to be open and inviting. A welcoming attitude helps students get the access they need. Soma recounted an instructor who provided visual descriptions without being asked and \u201ceven if she couldn\u2019t describe the video in class, she would later call me and we set up a Zoom session. And she would go through the movie, the video with me over Zoom . . . She just offered it. I don\u2019t have to even ask her for anything.\u201d Soma explained that few instructors offered this level of accessibility. Soma explained a spectrum of experiences with instructors:\r\n
    \r\n
    \u201cI think it depends on the professor. Some are approachable and I feel comfortable approaching them and asking them for stuff. Others I just feel like I\u2019m intimidated . . . because some professors are like, OK, yes, if you have any questions, concerns, feel free to come up to me and talk to me or e-mail me or whatever. And others are just like, uh, I don\u2019t really give a darn, right?\u201d<\/blockquote>\r\n<\/div>\r\nThe unnamed co-designer expressed gratitude for instructors who understood that technical difficulties did not mean they had not done the work:\r\n
    \r\n
    \u201cIf I had any problem. They were like, \u2018Okay, just photograph it and email to me\u2019, you know? . . . they made allowances, even though they may have said no allowances, they did. I found anyone that I went to . . . and I said, \u2018I\u2019m having this problem, but I can prove to you it\u2019s done.\u2019 They were like, \u2018yep, okay.\u2019\u201d<\/blockquote>\r\n<\/div>\r\nLila was appreciative of good intentions:\r\n
    \r\n
    \u201cThey\u2019re making the effort for that. They\u2019re understanding . . . they\u2019re trying to create an inclusive class. That there is clearly an intention with . . . their way of saying, you know, to talk through anything . . . Saying when office hours are, having different types of office hours, being willing to change them if needed. Yeah, you could just . . . I could tell there was intent.\u201d<\/blockquote>\r\n<\/div>\r\nLila, while appreciative of intent, wanted instructors to understand the value of accessible, inclusive content for all students. She said that accessibility is \u201cnot just a benefit to . . . a specific student or . . . just the people . . . with accessibility needs. Lila continued by stating that \u201cinclusivity . . . is an action, and it\u2019s not just saying, hey, you\u2019re all welcome. It\u2019s actually making . . . creating, removing barriers so that you can participate, because we are very smart, and we have very important things to say.\u201d Lila keys in on an important point: accessibility is a state, but inclusion is an action. This presents a difficulty for overworked instructors who may not be getting\u2014or may not be aware of (when it exists)\u2014support and resources available to them. Lila also recognized the value of high-quality learning material, regardless of disability or access needs:\r\n
    \r\n
    \u201cSomething that was built to help someone else, but it also helps me . . . it benefits more than just who you\u2019re assuming.\u201d<\/blockquote>\r\n<\/div>\r\nStella explicitly asked that instructors be made aware of their responsibilities when it comes to disabled students and accommodations:\r\n
    \r\n
    \u201cI would really like teachers to be more educated on umm, confidentiality and what the actual standards are . . . [because] no one\u2019s actually following the regulations . . . instructors are obviously not educated on proper protocol around disability\u201c.<\/blockquote>\r\n<\/div>\r\nStella also highlighted that instructors are often unaware of existing resources to support them:\r\n
    \r\n
    \u201cI know it\u2019s very unfair to put the onus on students, but teachers just need to know that they don\u2019t have to walk on eggshells and just that there\u2019s other resources in the school for them to consult and they really should consult their peers before consulting the students on what they should do. You know . . . if you could use your internal resources and we have fantastic internal resources at Langara. We have you guys, we have accessibility services who are very knowledgeable, but if there was just more communication between the departments, that would be fantastic.\u201d<\/blockquote>\r\n<\/div>\r\nAnd, given that experience, Stella asked that institutions played a more significant role in ensuring content was accessible:\r\n
    \r\n
    \u201cA system that doesn\u2019t reinforce it enough in instructors and tell them how important this is, and I don\u2019t want there to be consequences, but I really want there to be some type of oversight on what the resources that the instructors are using.\u201d<\/blockquote>\r\n<\/div>\r\nUltimately, Matt summed up the greatest barrier to advancing accessibility and inclusion as a lack of understanding about the experience of disabled students:\r\n
    \r\n
    \u201cThat is what\u2019s so challenging. Open their imagination to something that they otherwise aren\u2019t going to see . . . seeing something that is otherwise invisible for them.\u201d<\/blockquote>\r\n<\/div>\r\nIf instructors, staff, and administrators better understood the experience of disabled students, particularly how inaccessible content greatly hindered their ability to succeed, might they be more inclined to make the straightforward choices necessary to insure more accessible and inclusive education? The co-designed resource Lost in Translation<\/em><\/a> offers a starting point for post-secondary employees to create and choose more accessible content.","rendered":"

    4.1 Phase 1 Students<\/h2>\n

    The results of the co-design sessions provided valuable insight into the student experience. By working with students to analyze their experiences using assistive technology, common thematic elements reveal numerous issues facing disabled students in post-secondary education. Data from the student sessions was coded and sorted into four themes: Formats, Student Experience, Time, and Solutions.<\/p>\n

    4.1.1 Formats<\/h3>\n

    All co-designers mentioned digital file formats that do and do not work well for them and their assistive technology. The chosen file formats used in a course has a significant impact on learners. One Langara student explained:<\/p>\n

    \n

    \u201cYou\u2019re really playing Russian roulette with what you\u2019re getting and sometimes you have to drop the course on the first day \u2019cause you see what format they\u2019re using.\u201d<\/p><\/blockquote>\n<\/div>\n

    \u2013 Stella Grynspan<\/p>\n

    The lack of information about what to expect means learners may find their experience inconsistent, disjointed, or impossible to manage.<\/p>\n

    Langara student Stella Grynspan indicated that they have \u201ctaken multiple courses where I couldn\u2019t even do the course because they had many inaccessible sources.\u201d An unnamed former Langara and current UBC student noted that inaccessible content in a class was such a barrier that:<\/p>\n

    \n

    \u201cI dropped that course! I couldn\u2019t pass it! I dropped the course, and it changed my education trajectory.\u201d<\/p><\/blockquote>\n<\/div>\n

    The Canadian Human Rights Commission (2017) found that 20% of Canadian students with disabilities altered their academic path due to their disability. A 2022 article found that inaccessible content \u201ccan halt academic progress for students who rely on assistive technology\u201d (Lomellini et al., p. 2).<\/p>\n

    Co-designers expressed that inaccessible content is a direct barrier to success. Langara student Lila McKinlay noted that while some courses have \u201cbeen excellent, the majority\u2019s been really tough, and some have been really, really . . . hindering my ability to participate.\u201d Stella noted that inaccessible content has \u201cbeen prohibitive in taking multiple classes at Langara [and] really prohibitive to my education.\u201d<\/p>\n

    As discussed in previous sections, some file formats are more accessible than others. While each learner is different, there are formats that generally work better with assistive technology. Former Langara and current SFU student Soma Ali, who uses screen reader software for all digital content, noted a preference for Word documents. When asked about an ideal format, Soma said:<\/p>\n

    \n

    \u201cI ask that they produce it in a Word format. A rich text or something other than PDF, as JAWS [screen reader software] and PDFs I find are not the most compatible with one another . . . I wish [instructors] would be more willing to convert things . . . out of PDF.\u201d<\/p><\/blockquote>\n<\/div>\n

    \u2013 Soma Ali<\/p>\n

    When asked \u2018what does JAWS do with an inaccessible PDF?\u2019, Soma replied:<\/p>\n

    \n

    \u201cIt would say to me, blank document.\u201d<\/p><\/blockquote>\n<\/div>\n

    Here Soma explained a common occurrence with inaccessible PDFs. As PDFs inherently lack accessible structure, an inaccessible PDF is essentially an image and screen reader software cannot convey the content to the user.<\/p>\n

    Lila McKinlay noted content types that don\u2019t work for any learner:<\/p>\n

    \n

    \u201cI\u2019ve had so many times where it\u2019s just a scan of an article, a scan of . . . you know, 3 pages of a book or something, and it\u2019s freaking even sideways, and it\u2019s just so fucking annoying, and so that\u2019s where I\u2019ve had to go find my own technologies.\u201d<\/p><\/blockquote>\n<\/div>\n

    However, Lila acknowledged progress over time and some positive experiences:<\/p>\n

    \n

    \u201cThey made sure that there was no textbooks that had to be purchased. They were making sure that they had . . . yeah, basically that all their stuff was\u2026 as accessible in the broad term of that . . . it was all, um . . . digitally created, no scans.\u201d<\/p><\/blockquote>\n<\/div>\n

    The small distinction Lila notes between digital content that was more accessible and poor-quality scans of content may not be significant to readers who do not rely on assistive technology or have near-perfect eyesight.<\/p>\n

    Stella stressed the importance of instructors making deliberate and intentional choices with their learning materials, imploring: \u201cplease realize if you\u2019re using a textbook, make sure it\u2019s accessible . . . because [disabled students are] not only just . . . reading the textbook, they\u2019re also converting it into an accessible format for them and a format that they can learn.\u201d Fichten et al. (2020) found that proprietary text-to-speech technology included in some electronic textbooks and general incompatibility with assistive technology were significant factors making many digital books inaccessible.<\/p>\n

    Regarding textbooks, both Stella and Matt McLeod (a former Langara and current UBC student), indicated their frustration with courses that over-rely on publisher platforms. Matt was critical of instructors stating they \u201care being lazy because they\u2019re getting, they\u2019re getting a PDF full of . . . lecture slides, notes, talking points, keywords, and an exam bank. So, they have to do shit.\u201d Matt was incredibly gracious in his next sentence, asking, \u201cIs that really their fault? The instructor? No, because they\u2019re in a world where they\u2019re not paid enough to do what they\u2019re doing. They\u2019re exploited\u2026 most of them.\u201d Stella, when asked who is most responsible for inaccessible content, stated:<\/p>\n

    \n

    \u201cI would say it\u2019s the teachers. I don\u2019t want to blame them because they\u2019re underpaid and they\u2019re overworked.<\/p><\/blockquote>\n<\/div>\n

    However, Stella noted a simple compromise to ensure students get access to essential information: \u201cif [instructor] could just . . . put everything in the most simple . . . it doesn\u2019t have to be super \u2019cause it has to be a Word document with everything that\u2019s going to be on the test.\u201d Henry Swan\u2019s 2025 guide to inclusive design suggests good design will \u201cprioritise content\u201d so that \u201cpeople can accomplish tasks in a way that suits their needs without undermining the quality of the content\u201d.<\/p>\n

    While only speaking for herself, Stella wanted to remind instructors to focus on what really matters, access:<\/p>\n

    \n

    \u201cYou can call me whatever you want . . . you can say whatever you want to me as long as you actually make an effort to give the accessible format and you don\u2019t have to be perfect.\u201d<\/p><\/blockquote>\n<\/div>\n

    \u2013 Stella Grynspan<\/p>\n

    4.1.1.1 Activity<\/h4>\n

    Four of five co-designers were asked about file formats they:<\/p>\n

      \n
    1. Can\u2019t use<\/li>\n
    2. Don\u2019t like or have difficulty using<\/li>\n
    3. Like and use<\/li>\n<\/ol>\n

      By combining the responses, patterns of what formats do not work for disabled students were revealed. As we move to the last question, responses reveal what file formats worked for all co-designers. This pattern follows the inclusive design principle of solving for one and extending to many (Holmes, 2018).<\/p>\n

      \"\"
      Figure 1: Diagram of co-designers\u2019 perceptions of various file formats<\/figcaption><\/figure>\n\n\n\n\n\n\n\n\n\n
      Table 1: Co-designers perceptions of various file formats<\/caption>\n
      Student<\/th>\nCan’t use<\/th>\nDon’t like or have difficulty using<\/th>\nLike and use<\/th>\n<\/tr>\n<\/thead>\n
      Former Langara and current UBC student<\/td>\nPrint textbooks<\/td>\nCopy protected eTextbooks; Publisher platforms that don’t work with assistive technology<\/td>\nPDFs, even if they aren’t perfect; Pirated content; Word and web content<\/td>\n<\/tr>\n
      Former Langara and current SFU student<\/td>\nPDFs (must be sent for remediation); Sometimes read some text but often nonsense and out order, worst case is ‘blank document’<\/td>\nMany eTextbooks don’t work well with needed software<\/td>\nWord (works with JAWS) for reading, writing, and formatting<\/td>\n<\/tr>\n
      Former Langara and current SFU student<\/td>\nVideos without transcripts; slides without description<\/td>\nPowerPoints without visual description; content with poor\/non-existent image descriptions<\/td>\nWord and web content for text heavy; PDF ok when created properly; Prefers plain text documents with essential information.<\/td>\n<\/tr>\n
      Langara student<\/td>\nArticle and book scans; Invisible bait text (to ‘catch’ AI use)<\/td>\n“Accessible” PDFs to split into digestible pieces (too large crashes software)<\/td>\nPowerPoint, Word documents, plain text<\/td>\n<\/tr>\n
      Langara student<\/td>\nMulti-sensory interactives that are incompatible with assistive technology<\/td>\nInaccessible eTextbooks<\/td>\nWord, web content with essential information in text.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      Based on this exercise, Word documents were liked and used by all co-designers. Web content was mentioned by 3 out 5 as a format they like and can use. All students used at least one of those formats. While one student indicated they liked PDFs, this was as opposed to DRM locked publisher platforms.<\/p>\n

      4.1.2 Time<\/h3>\n

      All students mentioned time, specifically how much time is required for schoolwork and related tasks. Each student mentioned the impact of inaccessible content as a significant burden that requires additional time to work around. When asked how long it takes to find content in formats that work with his assistive technology, Matt stated:<\/p>\n

      \n

      \u201cMaybe 10 minutes now, right? And just in contrast to 15 seconds if it were in a format that were accessible.\u201d<\/p><\/blockquote>\n<\/div>\n

      Soma, who uses a screen reader, noted that readings take her significantly longer than other students: \u201ca sighted student could take maybe one or two hours. I take up to four to five hours to do one assignment or read a chapter.\u201d That is if the content is accessible. If content needs to be remediated, Soma must wait even longer. Having to wait for access puts disabled students at a disadvantage.<\/p>\n

      Students noted how time spent finding accessible content or converting inaccessible content ate into the time needed to do the actual work. A former Langara and current UBC student emphasized this point, revealing that \u201cthe time and stress involved with accessing and using the technological aspects of the courses was actually very huge. It was . . . almost 50-50.\u201d This student is not alone in their feelings; McGregor et al.\u2019s 2016 study found that disabled students faced significant obstacles caused by non-academic responsibilities. Stella also noted how having to create her own accessible versions of content cost her an incredible amount of time.<\/p>\n

      \n

      \u201cIt took me two hours for something that it would take a student without accessibility needs 15 minutes because I had to relisten to my teachers saying it over and over again so I could draw it out and put into an accessible format. And then I had to figure out how I put that into an accessible format.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Stella Grynspan<\/p>\n

      Students often framed their experience relative to their peers.<\/p>\n

      \n

      \u201c[Another student], it takes 2 hours. Okay, you\u2019re someone with a disability, it already will maybe take you a bit longer just because of that, and then you\u2019re having to add on another hour or two just to try to access it.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Lila McKinlay<\/p>\n

      When asked \u201cDo you think people know [how long things take]?\u201d, Matt replied:<\/p>\n

      \n

      \u201cNo, no one. No one has a clue.\u201d<\/p><\/blockquote>\n<\/div>\n

      Choosing and creating inaccessible learning material places unfair burdens of additional time, stress, and labour on students. On top of life, school, and other demands students have on their time, inaccessible content forces disabled students to commit extra hours every week to finding or converting material. Or they may just end up being excluded.<\/p>\n

      Several students noted the time needed to develop their own methods to effectively operate in an inaccessible system.<\/p>\n

      \n

      \u201cSo I\u2019m literally, like, it\u2019s hours upon hours of trying to, like, learn how to . . . use workarounds, background, blah blah blah. And so it\u2019s like, oh, maybe the next semester it\u2019ll be a little bit better, because I\u2019ve learned that, but then there\u2019s inevitably kind of another issue.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Lila McKinlay<\/p>\n

      \n

      \u201cTwo years at Langara before I figured this out . . . it took me two years of . . . banging my head and . . . ended up not accessing the content at all and just figuring it out through other ways of how I\u2019ve navigated the entire world.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Matt McLeod<\/p>\n

      However, Matt also noted the positive outcome of that process:<\/p>\n

      \n

      \u201cIf I had not had this learning process here of like developing the competency and the mechanisms of like how to just like get my needs met and do it all for a couple years, UBC would not have been approachable.\u201d<\/p><\/blockquote>\n<\/div>\n

      Ultimately, all the extra time needed to consume inaccessible content means students have less time and energy for learning.<\/p>\n

      \n

      \u201cI spent a lot of hours in a lot of stress. All that time could have actually been used absorbing the knowledge and feeling confident.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Former Langara and current UBC student<\/p>\n

      The additional time required of disabled students is a significant cost. The over reliance on accommodations instead of proactive accessibility also places significant strain on administrators, remediators, and instructors.<\/p>\n

      4.1.3 Student Experience<\/h3>\n

      Co-designers all noted different factors that hindered their learning. Understanding the student experience, as it relates to inaccessible digital learning material and to their general experience in school, is key to understanding how to undo practices that negatively impact students and to create more welcoming and inclusive environments. Co-designers expressed varied emotional responses when asked about their experiences. Matt indicated that in his opinion, barriers experienced by students with disabilities, especially \u2018invisible\u2019 disabilities, can be difficult for others to understand.<\/p>\n

      \n

      \u201cThey did not take me seriously until I literally sat down [redacted] and showed them what I needed and how I accessed the world.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Matt McLeod<\/p>\n

      Matt\u2019s sentiment aligns with other studies of academic ableism, as discussed in section 2.1.3, particularly Sheets\u2019 (2019) study that found instructors grappling to understand why they should accommodate \u201csomeone who appeared young and healthy\u201d (p. 80).<\/p>\n

      Soma noted the negative repercussions of inaccessible content and how it significantly impacts her ability to demonstrate what she has learned and succeed:<\/p>\n

      \n

      \u201cI just got an e-mail from [school] saying, hey, your GPA is below 2.00. If you don\u2019t get your GPA back up for the fall term, you\u2019re gonna be on academic probation for a year. And I\u2019m just sitting there going \u2018not again.\u2019 This is like the second time this has happened, right? It\u2019s not really my fault. The material was just not accessible.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Soma Ali<\/p>\n

      Matt echoed this sentiment, stating that the consequence of encountering inaccessible content is \u201cimmense . . . I will misunderstand deadlines or not fully understand something.\u201d Co-designers often expressed powerful emotions when asked how they felt when they encounter inaccessible content. Lila McKinlay, when reflecting on a specific instance when an instructor \u201cinvented a barrier\u201d, stated that the instructor\u2019s actions caused her \u201cso much self-doubt\u201d forcing Lila to ask herself \u201cWhat did I do wrong? What did I miss? How did I fuck that up? What did I, you know, where did I . . . It was so gross . . . being, like \u2018am I going crazy?\u2019\u201d Matt expressed that he felt he was \u201cholding emotional space for institutions\u201d while the \u201cfatigue over the many, many, many different . . . microaggressions that that person experiences\u201d took a significant toll on his mental wellbeing. When asked about how they feel when excluded, one student responded:<\/p>\n

      \n

      \u201cIt\u2019s infuriating . . . your blood pressure goes up.\u201c<\/p><\/blockquote>\n<\/div>\n

      \u2013 Former Langara and current UBC student<\/p>\n

      Soma expressed that \u201cit was really upsetting and frustrating\u201d when they couldn\u2019t access content. Matt indicated that \u201cit was all exceptionally overwhelming because I didn\u2019t understand how I was gonna access this content, and so having that added barrier . . . adds a ton of emotional labour and work to just the process of school.\u201d<\/p>\n

      Several students noted the lack of technical support and the technical barriers that often felt needless.<\/p>\n

      \n

      \u201cWhere is every . . . where is all the people to support or interact with?\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Former Langara and current UBC student<\/p>\n

      This student went on to express frustration with unfulfilled promises, stating recruitment information is \u201clying. I feel like what happens is it\u2019s all lies . . . it\u2019s like . . . \u2018Come to Langara! We\u2019re supporting you! We have all these things, da-da-da-da!\u2019 But . . . but then . . .\u00a0 nobody there to actually . . . connect with and help you do that, and the only reason I connected with you is because I was in the accessibility department.\u201d This student also lamented the technical skills required by all students to simply complete and submit assignments, stating:<\/p>\n

      \n

      \u201cThese hoops that we\u2019re talking about, they\u2019re actually part of the course, because if you can\u2019t do it you can\u2019t actually complete the course.\u201c<\/p><\/blockquote>\n<\/div>\n

      \u2013 Former Langara and current UBC student<\/p>\n

      Some students have developed a patchwork of tools to get the access they need.<\/p>\n

      \n

      \u201cA lot is really had to be self-taught . . . educating myself, googling everything, Reddit, how do you do it, figure it out, and so then I have that for the next time . . . and more often than not, I spend time just trying to figure workarounds or get it to work, and it inevitably doesn\u2019t really.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Lila McKinlay<\/p>\n

      Matt recounted an experience when familiar technology was swapped for one he had not previously used in an exam setting: \u201c[familiarity] is so important when you think about cognitive load when writing an exam. What do I need to be attending to when I write that exam? It\u2019s not calibrating. Try again. It\u2019s writing the exam.\u201d<\/p>\n

      As Soma expressed above, when learning material isn\u2019t accessible, students are unable to fully demonstrate their learning and succeed. Matt, reflective that other disabled students have had harder times than he has, referred to \u201ctragedies. They are what people think about when they think about someone that dropped out of university because like I know people here that couldn\u2019t access the institution the way that . . . the institution need[ed] to be negotiated and they just they just drop out.\u201d When someone is unable to conform to post-secondary\u2019s preconceived notion of what is acceptable, they are not welcome. Matt also expressed the emotional drain of constant barriers and how that left him with less energy to complete his schoolwork:<\/p>\n

      \n

      \u201cI was so upset with this process of continually not feeling I can get the content in the way I needed it . . . It\u2019s more emotion, it\u2019s more cognitively. You . . . you\u2019re demanding more effort just to get to what I\u2019m supposed to be accessing and which is taking away from the amount of cognitive energy and effortful attention I have to just do the work itself. In and of itself that right there is more cumbersome and demanding than if it was accessible in a way that made sense.\u201d<\/p><\/blockquote>\n<\/div>\n

      \u2013 Matt McLeod<\/p>\n

      When content is inaccessible and disabled students are asked to do more work, they feel excluded and unwelcome. For one student, inaccessible content significantly undermined her confidence and academic success:<\/p>\n

      \n

      \u201cI wasn\u2019t able to access as much . . . information. And confidence, as I feel like I am capable of.<\/p><\/blockquote>\n<\/div>\n

      \u2013 Former Langara and current UBC student<\/p>\n

      4.1.4 Solutions<\/h3>\n

      People often know what they need to succeed; they are experts on their own lived experience. All students offered suggestions and solutions that would help improve their experience. Matt expressed that being asked what would help them leads to better experiences:<\/p>\n

      \n

      \u201cI know for me . . . it\u2019s asking me what I need . . . because it invites me to feel like I can . . . at least have a conversation . . . I\u2019ve only ever had one instructor who explicitly named, \u2018I want to meet you where you are, whether it becomes access, inclusiveness, whatever that looks like for you, I want to do that for you. I just need you to tell me what you need so I can help give it to you\u2019.\u201d<\/p><\/blockquote>\n<\/div>\n

      Matt\u2019s ask is not a demanding one, nor should disabled students have to make demands. As discussed in section 2.1.3 of this paper, students are not consulted about the efficacy of accommodations. The co-designers of this work confirm that even on an individual level, asking students what they need to succeed is the most effective kind of support.<\/p>\n

      Other students also expressed appreciation for instructors that were willing to be open and inviting. A welcoming attitude helps students get the access they need. Soma recounted an instructor who provided visual descriptions without being asked and \u201ceven if she couldn\u2019t describe the video in class, she would later call me and we set up a Zoom session. And she would go through the movie, the video with me over Zoom . . . She just offered it. I don\u2019t have to even ask her for anything.\u201d Soma explained that few instructors offered this level of accessibility. Soma explained a spectrum of experiences with instructors:<\/p>\n

      \n

      \u201cI think it depends on the professor. Some are approachable and I feel comfortable approaching them and asking them for stuff. Others I just feel like I\u2019m intimidated . . . because some professors are like, OK, yes, if you have any questions, concerns, feel free to come up to me and talk to me or e-mail me or whatever. And others are just like, uh, I don\u2019t really give a darn, right?\u201d<\/p><\/blockquote>\n<\/div>\n

      The unnamed co-designer expressed gratitude for instructors who understood that technical difficulties did not mean they had not done the work:<\/p>\n

      \n

      \u201cIf I had any problem. They were like, \u2018Okay, just photograph it and email to me\u2019, you know? . . . they made allowances, even though they may have said no allowances, they did. I found anyone that I went to . . . and I said, \u2018I\u2019m having this problem, but I can prove to you it\u2019s done.\u2019 They were like, \u2018yep, okay.\u2019\u201d<\/p><\/blockquote>\n<\/div>\n

      Lila was appreciative of good intentions:<\/p>\n

      \n

      \u201cThey\u2019re making the effort for that. They\u2019re understanding . . . they\u2019re trying to create an inclusive class. That there is clearly an intention with . . . their way of saying, you know, to talk through anything . . . Saying when office hours are, having different types of office hours, being willing to change them if needed. Yeah, you could just . . . I could tell there was intent.\u201d<\/p><\/blockquote>\n<\/div>\n

      Lila, while appreciative of intent, wanted instructors to understand the value of accessible, inclusive content for all students. She said that accessibility is \u201cnot just a benefit to . . . a specific student or . . . just the people . . . with accessibility needs. Lila continued by stating that \u201cinclusivity . . . is an action, and it\u2019s not just saying, hey, you\u2019re all welcome. It\u2019s actually making . . . creating, removing barriers so that you can participate, because we are very smart, and we have very important things to say.\u201d Lila keys in on an important point: accessibility is a state, but inclusion is an action. This presents a difficulty for overworked instructors who may not be getting\u2014or may not be aware of (when it exists)\u2014support and resources available to them. Lila also recognized the value of high-quality learning material, regardless of disability or access needs:<\/p>\n

      \n

      \u201cSomething that was built to help someone else, but it also helps me . . . it benefits more than just who you\u2019re assuming.\u201d<\/p><\/blockquote>\n<\/div>\n

      Stella explicitly asked that instructors be made aware of their responsibilities when it comes to disabled students and accommodations:<\/p>\n

      \n

      \u201cI would really like teachers to be more educated on umm, confidentiality and what the actual standards are . . . [because] no one\u2019s actually following the regulations . . . instructors are obviously not educated on proper protocol around disability\u201c.<\/p><\/blockquote>\n<\/div>\n

      Stella also highlighted that instructors are often unaware of existing resources to support them:<\/p>\n

      \n

      \u201cI know it\u2019s very unfair to put the onus on students, but teachers just need to know that they don\u2019t have to walk on eggshells and just that there\u2019s other resources in the school for them to consult and they really should consult their peers before consulting the students on what they should do. You know . . . if you could use your internal resources and we have fantastic internal resources at Langara. We have you guys, we have accessibility services who are very knowledgeable, but if there was just more communication between the departments, that would be fantastic.\u201d<\/p><\/blockquote>\n<\/div>\n

      And, given that experience, Stella asked that institutions played a more significant role in ensuring content was accessible:<\/p>\n

      \n

      \u201cA system that doesn\u2019t reinforce it enough in instructors and tell them how important this is, and I don\u2019t want there to be consequences, but I really want there to be some type of oversight on what the resources that the instructors are using.\u201d<\/p><\/blockquote>\n<\/div>\n

      Ultimately, Matt summed up the greatest barrier to advancing accessibility and inclusion as a lack of understanding about the experience of disabled students:<\/p>\n

      \n

      \u201cThat is what\u2019s so challenging. Open their imagination to something that they otherwise aren\u2019t going to see . . . seeing something that is otherwise invisible for them.\u201d<\/p><\/blockquote>\n<\/div>\n

      If instructors, staff, and administrators better understood the experience of disabled students, particularly how inaccessible content greatly hindered their ability to succeed, might they be more inclined to make the straightforward choices necessary to insure more accessible and inclusive education? The co-designed resource Lost in Translation<\/em><\/a> offers a starting point for post-secondary employees to create and choose more accessible content.<\/p>\n","protected":false},"author":1655,"menu_order":1,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-663","chapter","type-chapter","status-publish","hentry"],"part":588,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/pressbooks\/v2\/chapters\/663","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/wp\/v2\/users\/1655"}],"version-history":[{"count":12,"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/pressbooks\/v2\/chapters\/663\/revisions"}],"predecessor-version":[{"id":767,"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/pressbooks\/v2\/chapters\/663\/revisions\/767"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/pressbooks\/v2\/parts\/588"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/pressbooks\/v2\/chapters\/663\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/wp\/v2\/media?parent=663"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/pressbooks\/v2\/chapter-type?post=663"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/wp\/v2\/contributor?post=663"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/lostintranslation\/wp-json\/wp\/v2\/license?post=663"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}