5 Accessibility

Accessibility is a foundational principle for the removal of barriers to equitable participation in all aspects of university life by people living with diverse visual, motor, auditory, learning and cognitive abilities.[1]

  • Accessibility means intentionally designing environments, programs, services, and products from the outset so they are usable and welcoming for people with diverse abilities and circumstances. This includes proactive assessments to ensure equitable access to—and success within—the university for persons with disabilities, low-income individuals, and first-generation students.
  • Accessible designs recognize that barriers to participation may be physical, digital, social, or attitudinal, and that experiences of disability vary across visible and invisible differences, including visual, motor, auditory, learning, and cognitive abilities.

Examples of Accessibility in Research Design

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  1. Designing multi-format research outputs to increase access and engagement. Incorporate multiple ways of sharing knowledge—such as visual storytelling, podcasts, Easy Read summaries, and art-based presentations—to make findings accessible to audiences with diverse cognitive, sensory, and cultural needs.
  2. Building accessibility into recruitment and participation from the outset.
    Design recruitment materials that are visually clear, jargon-free, and compatible with assistive technologies (e.g., screen readers). Ensure consent forms and study information are available in multiple formats (audio, large print, Easy Read).
    • Did you know? Research shows that overly technical language in academic writing creates barriers for participants with disabilities and non-specialist readers, limiting the inclusivity and real-world impact of research.
  3. Supporting neurodivergent researchers and participants through universal design. Develop research protocols that anticipate the sensory, communication, and processing needs of neurodivergent collaborators. For example, use flexible meeting formats, written follow-ups, or visual planning tools.
    • Did you know? The Autistic Self Advocacy Network (ASAN) promotes multi-format research communication—offering Easy Read and Plain Language versions alongside technical texts—to support both neurodivergent researchers and research participants.

Examples of Accessibility in Research Practice

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  1. Recognize and leverage the strengths of scholars with disabilities. Acknowledge the distinctive contributions that neurodivergent and disabled researchers bring to the academic ecosystem—such as focused cognition, reliability, and innovative pattern recognition.
    • Did you know? Case studies from Auticon and Specialisterne show that autistic professionals excel in precision-based, data-intensive work—delivering higher accuracy and reliability in tasks such as software testing and pattern recognition. Their strengths provide a strategic advantage in research environments where detail and consistency matter most.
  2. Collaborate with disability-led organizations and budget for accessibility supports. Partner with disability-led groups to ensure that accessibility is built into every stage of research—from design to dissemination—and compensate disabled experts for their time and knowledge. Always include funding for interpretation, CART, and assistive technologies in your research budget.
  3. Create inclusive physical and digital research spaces. Ensure that labs, studios, and research offices use accessible signage, color contrast, and wayfinding design principles. Virtual research environments should also use accessible document formats and screen-reader compatibility
    • Did you know? Universal design of spaces and materials benefits everyone—reducing cognitive load, improving navigation, and supporting inclusion across disciplines.

      • Reference: Mosca, E. I., Crotti, G. B., Capolongo, S., & Buffoli, M. (2024). Universal design in university environments: Are the new buildings more inclusive? A tool for equal design assessment. Studies in Health Technology and Informatics, 320, 215–222. https://doi.org/10.3233/SHTI241006

  1. University of Calgary Dimensions Equity, Diversity and Inclusion Action Plan, page 3 ↵

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Inclusive Research Excellence Learning Suite Copyright © 2026 by Equitable Pathways Accelerator is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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