A textbook or workbook in print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a mouse or keyboard). More broadly, the physical design of the learning space can also be restrictive (e.g. narrow aisles, inflexible seating and table arrangements, inflexible height of a whiteboard, etc.). Navigation and interaction in those limited ways will raise barriers for some learners—for example, learners with physical disabilities, blindness, dysgraphia, or those who need various executive functioning supports. It is important to design materials and physical environments that support and value the interaction needs and preferences of every learner. Intentionally designed curricular materials provide a seamless interface with common assistive and accessible technologies through which everyone, including individuals with disabilities, can navigate and express what they know. These tools allow navigation or interaction with a single switch, through voice-activated switches, expanded keyboards, and others. And intentionally designed physical learning environments provide the options and flexibility in the physical environment to support the interaction and navigation necessary to engage in the learning process.

Prompt: How might we design materials and physical environments that ensure access and participation for every learner?