How Disability Models Shape Course Design and Accessibility

Disability Models Shape Every Decision We Make

When we talk about accessibility in learning, it’s easy to focus on checklists, such as, captions, alt text, color contrast. But behind these technical requirements lies a much deeper question: How do we understand disability in the first place?

The models we use to conceptualize disability shape our design choices. If we don’t examine those assumptions, we risk treating accessibility as just another box to check, rather than as a foundation for truly inclusive learning.

By shifting our perspective, we can move beyond compliance and toward learning environments that are designed for everyone, from the start.

Disability Models: A Framework for Thinking and Action

These models aren't just theoretical. They guide how we design, advocate, and lead. Below are key models:

• Medical Model: Sees disability as a problem in the person. The goal is to fix the person.
• Social Model: Sees disability as a result of barriers in the environment. The goal is to remove those barriers.
• Charity Model: Sees people with disabilities as needing help or pity. Support is given case-by-case, but not built into the system.
• Biopsychosocial Model: Combines medical, social, and personal factors. It focuses on supporting the whole person.
• Functional Solutions Model: Uses tools like assistive technology to help people participate fully.
• Economic Model: Focuses on how disability affects work and costs. This can lead to delays or less support for accessibility.

Although individuals have varied perspectives, these viewpoints can be categorized into three overarching models of disability, the Moral, Medical, and Social models (Olkin, 2022). Additional models like the Charity, Biopsychosocial, Functional Solutions, and Economic models also shape decisions.These models influence the technologies we choose, how we respond to learner needs, and ultimately the learning experience.

The Human Rights Model of Disability

This model is based on fairness and dignity. It says accessibility is a human right, not a special favor. It comes from international law, such as, the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Human Rights Model says:

• Accessibility is a right, not an accommodation.
• Disabled people have equal dignity, autonomy, and agency.
• The focus must shift from fixing the person to fixing the environment.
• Inclusion must be proactive.
• Barriers must be identified and removed before they impact learners.

In course design, the Human Rights Model challenges us to ask:

• Have we built an environment where all learners can fully participate without needing to disclose or request accommodations?
• Are we upholding learners’ rights by ensuring accessibility from the start?

Reference: United Nations (2006). Convention on the Rights of Persons with Disabilities.

How These Models Manifest in Learning Design

Each model shapes design choices in distinct ways. Here’s what that looks like in action:

• Medical Model: The course is built without accessibility. Captions or transcripts are added only when someone complains or makes a request.
• Social Model: The course is built with accessibility from the start. Captions, screen reader support, and flexible tools are used for everyone.
• Charity Model: Help is given to individuals who ask, like emailing a transcript only to one learner.
• Biopsychosocial Model: Courses offer multiple formats (video, text, audio). Learners can share their needs, and the design adapts.
• Functional Solutions Model: Courses are designed for tools like screen readers and flexible navigation.
• Economic Model: Accessibility is delayed because of budget issues. Some learners get access, others don’t.
• Human Rights Model: Accessibility is a must-have. Users with disabilities test the course, and access is built in for everyone.

Why Disability Models Matter in Learning Design

Disability models influence:

• How we design learning activities
• The tools we choose
• The support we provide
• Whether learners face barriers-or feel included

If we stick to models like the Medical, Charity, and Economic ones, we risk excluding learners. When we use models like the Social, Biopsychosocial, Functional Solutions, and Human Rights models, we create courses that work for all learners.

This shift helps us:

• Design courses that don’t leave people behind
• Avoid making learners ask for help
• Foster a culture of equity in learning

What You Can Do

Understanding disability models helps you:

• Speak up for accessibility
• Recognize and challenge excuses
• Make clear arguments for inclusive design

This knowledge allows you to shift mindsets:

• From compliance to inclusion
• From charity to equity
• From "when we have the money" to "it's the law and it's the right thing to do"

It's your leverage for building courses that work for everyone and influencing leadership to take action.

Collaborating with Stakeholders and Leadership

• The Social, Human Rights, and Biopsychosocial models underscore that accessibility is a legal and ethical necessity.
• Challenge deficit-based thinking found in the Medical, Charity, and Economic models by demonstrating how inclusive design benefits all learners.
• Reference WCAG guidelines, W3C resources, WebAIM best practices, and Fable’s research on the ROI of investing in digital accessibility to strengthen your case.

Reference and Resources for Further Learning

• Web Content Accessibility Guidelines (WCAG) 2.2
• Business Case for Digital Accessibility
• WebAIM Articles
• IAAP CPACC Body of Knowledge
• CAST Universal Design for Learning Guidelines
• Design for All Learners

Final Thoughts

Disability models are not just theoretical constructs; they shape every decision we make about accessibility. By transitioning from deficit-based models to barrier-removing frameworks like the Social, Human Rights, and Biopsychosocial models, we create learning environments where all learners can thrive.

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