Do you want to design learning experiences that are more accessible, more inclusive, and more responsive to the diverse needs of your students?

You are invited to join a cross-disciplinary instructor reading group focused on Design for All Learners: Create Accessible and Inclusive Learning Experiences, edited by Sarah Mercier. Pick up a free copy at WING 160!

This reading group will explore practical strategies, lived experiences, and design frameworks that help ensure all learners can fully participate and succeed. Drawing on perspectives from accessibility experts, instructional designers, and educators, Design for All Learners offers a rich toolbox for anyone designing learning experiences—whether in classrooms, labs, studios, or digital spaces.

We will meet four times throughout the spring to read, discuss, reflect, and apply inclusive design principles to our own teaching.

Meeting 1: Exploring an Inclusive Mindset

• Date/Time: Thursday, February 19, 2026, 2:15–3:40 pm (part of the CATL Mini-Conference)
• Where: WING Technology Center 161 (CATL Conference Room)
• Reading: Part 1 (Chapters 1–12)
• Themes include:

• Why accessibility benefits everyone
• Misconceptions about disability and inclusion
• Designing with people in mind (persona design, empathy-building, intersectional inclusion)
• Understanding neurodivergent learners
• Moving beyond checklists toward an inclusive design mindset
• Universal Design for Learning (UDL) as a proactive approach

• Focus: Building an inclusive mindset and identifying hidden barriers in our courses.
• Goal: Choose one learning experience (activity, assignment, or resource) to evaluate through an inclusive design lens.

Meeting 2: Designing Inclusive Digital Content

• Date/Time: Thursday, March 26, 2026, 2:15–3:40 pm
• Where: WING Technology Center 161
• Reading: Part 2 (Chapters 13–31)
• Themes include:

• Designing accessible digital content
• Myths about accessibility in online spaces
• Visual hierarchy, headings, and keyboard navigation
• Alt text, color contrast, and captioning
• Audio descriptions and transcription
• Accessible documents, plain language, AR, and VR considerations

• Focus: Applying accessible practices to digital learning materials—both new and existing.
• Goal: Redesign one digital element in your course (e.g., a handout, slide deck, module, video, reading) for improved accessibility.

Meeting 3: Creating Inclusive Physical & Virtual Classrooms

• Date/Time: Thursday, April 16, 2026, 2:15–3:40 pm
• Where: WING Technology Center 161
• Reading: Parts 3 & 4 (Chapters 32–50)
• Themes include:

• Universal Design for Learning in physical spaces
• Inclusive design for classroom environments
• Group work for neurodivergent learners
• Captioning, interpreting, and communication access
• Sensory-smart strategies and creating welcoming virtual environments
• Overcoming auditory processing challenges and speech access needs

• Focus: Designing classroom experiences—both physical and virtual—that allow all students to show up and participate fully.
• Goal: Develop one inclusive teaching strategy or redesign one class activity to better support diverse learners.

Meeting 4: Standards, Systems, and Taking Action

• Date/Time: Thursday, May 7, 2026, 2:15–3:40 pm
• Where: WING Technology Center 161
• Reading: Parts 5–7 (Chapters 51–62)
• Themes include:

• WCAG and accessibility standards
• Applying standards in teaching and learning contexts
• Building inclusive cultures within organizations
• Hiring or collaborating with accessibility experts
• What to do when inclusion efforts don’t go as planned
• Progress over perfection” as an ongoing practice

• Focus: Connecting standards, tools, and organizational practices to sustainable inclusive design.
• Goal: Share the impact of your course redesign efforts and identify next steps for expanding inclusive design in your teaching.

Questions? Contact Kristin Koepke, CATL Director.

REGISTER TODAY.