VIDBE-Q Volume 69 Issue 4
Recommendations
By engaging in co-design processes to address design problems related to
accessibility, blind and low vision learners become actors in the process of
overcoming barriers to equitable access in their schools and communities. TSVIs
can support the development of students' design toolkits:
• Critically examine instructional planning in ECC content areas to emphasize
the design of collaborative solutions to access barriers in addition to
compensatory knowledge, tools, and techniques.
• Connect learners with blind and low vision mentors who can help students to
articulate access barriers and communicate insights gained through their
lived experience to others.
• Work with students to so that they can recognize and specifically document
access barriers. For example, taking photos and videos of a concrete
staircase without high contrast markings, or documenting the conditions of a
web accessibility failure (e.g., operating system and screen reader used at the
time).
• With students, research and connect with agencies and businesses that
employ disabled designers to learn more about potential future job
opportunities (i.e., Fable Tech Labs, 2023).
