By Lauren Slevinsky
Introduction
Inclusive co-design is a nuanced approach used in the creation of accessible environments. As we have learned thus far, this approach puts people living with disability at the center of the design process in ways that work for them. It is important, therefore, that these individuals are included as more than a participant in the engagement process, but as a co-creator of the design. There are a multitude of ways of engaging and collaborating with disabled people. The purpose of this review is to explore two areas of scholarship – accessible research design and universal learning design – and highlight strategies that can be used in inclusive co-design processes for the creation of accessible housing.
Accessible Research Design
Inclusive co-design often employs research activities to gather data and generate information to inform key design decisions. Research is a complex endeavor and people with disabilities are often excluded from participating because conventional research activities contain physical, social and cultural barriers that prevent participation. A lack of accessibility can greatly affect an individual’s level of participation in research activities and hence limit the overall representativeness and validity of knowledge outputs. Accessible research design provides researchers and facilitators with the materials and techniques to meaningfully involve all participants in the research process (Sadler, 2023).
Accessible research design can be described in terms of three levels of implementation: 1) universal design, 2) accommodations, and 3) modifications (Rios et al., 2016; Sadler, 2023). These three levels are used in conjunction with one another in order to foster full participation of participants and research team members. First, universal design means adopting research strategies that provide access to the greatest number of people possible without the need for specialized design (Rios et al., 2016). Second, accommodation involves changing how an activity is accomplished, all while maintaining essential elements of the activity, so that research participants are able to fully participate in an activity where they are otherwise unable to (see Table 1 for examples). Some common accommodations include the ability to park closer to a building’s entrance, sitting in a space that is easier for a person to hear or see, time extensions, and providing a quieter workplace (National Disability Institute, 2017). Lastly, modifications are used when universal design and accommodations are not appropriate or effective. They change the way in which an activity is implemented, therefore it is more difficult to determine whether the essential elements of the activity have remained the same (Rios et al., 2016).
These three levels to accessible research design reduce barriers that may exclude certain individuals from participating meaningfully and thereby foster more equitable opportunities for participation. When used thoughtfully and responsively, they can foster environments that allow for research participants to meaningfully contribute their expertise and ideas. Accessibility in research is a dynamic process that requires flexibility so that participation remains inclusive at every stage. As such, it is important to identify inclusive ways that engagement strategies can be re-imagined according to a particular group of individuals.
Table 1. Strategies for accommodations for conducting accessible research (Rios et al., 2016)
Universal Design for Learning
An important consideration that goes into accessible and inclusive design is understanding the different ways in which people learn and engage. Understanding these differences allows facilitators to tailor engagement approaches so that participants can fully contribute. Universal Design for Learning (UDL) is a framework that incorporates different approaches used to engage and motivate learners from diverse backgrounds and in the creation of inclusive learning environments (Leung et al., 2023). UDL offers a flexible framework that accounts for the diversity of learners and is grounded in three core principles:
- How: providing multiple means of action and expression, the way in which learners interact with material (CAST, 2018; Doyle et al., 2025)
- Why: providing multiple means of engagement, the motivation for learning
- What: providing multiple means of representation to present knowledge, the content and how its represented
Figure 1. UDL guidelines v 3.0 (CAST, 2018)
Inclusive co-design is, in itself, a process of on-going learning. By incorporating UDL into inclusive co-design practices, we can ensure that facilitators are well equipped to foster an environment that is inclusive in more ways than just physical. If the purpose of a task is presented in a way that is clear and comprehensible according to an individual’s needs, they may be more motivated and better equipped to make meaningful contributions to the conversation (Eyland & Leung, 2025).
UDL principles can help support inclusive co-design by acknowledging that individuals have diverse needs when it comes to perception, interaction, expression and communication. When applied appropriately, UDL can transform a one-size-fits-all engagement strategy approach to one that is purposeful, responsive, and supportive. As shown in Figure 1, this involves designing multiple means of engagement, representation, action and expression.
Engagement Strategies for Inclusive Design
Since every individual experiences disability differently, it is important for inclusive co-design strategies to be flexible and varied. What supports meaningful participation for one subset of individuals may not be appropriate for another. Therefore it is critical to be knowledgeable of a wide range of inclusive engagement strategies. Whether they are alternative communication tools, flexible pacing, or sensory-friendly, they are essential in meeting the diverse needs of project team members and end-users and ensuring full and authentic participation. Below, we identify three core engagement strategies and describe how they can be applied in the co-design process to address systematic barriers and foster meaningful involvement.
Accessible Communication
A key strategy to effectively engage individuals is effective and accessible communication. In their Disability Sensitivity Guide (2017), the National Disability Institute of the United States puts forward a people first language strategy that uses positive and affirmative language to empower individuals and ensure they are respected (National Disability Institute, 2017). By putting the person first, you are able to reflect the individuality, equality and dignity of people with disabilities. Accessible communication is more than the use of particular language, it is also about recognizing that people have varying communication needs (Browne & Dorris, 2022). Browne and Dorris (2022) argue that accessible communication requires the appropriate resources and collaborations with people with disabilities to ensure that everyone is fully able to express themselves in an effective manner. This means ensuring the information provided is equally accessible to all participants. This can be done by including multiple means and forms of communication such as plain language, visual supports, and multiple forms of delivery. For example, when communicating with individuals who are blind or have low vision you may need to provide written material in accessible formats, such as computer recordings or someone to read the materials aloud (National Disability Institute, 2017). When done well, effective communication cultivates congenial environments where co-creators feel safe, understood, and empowered to contribute their thoughts and ideas. Communication is foundational to effective inclusive co-design and is necessary for equitable participation.
Physical accessibility
Physical accessibility is foundational to inclusive co-design and involves much more than just wheelchair ramps and automatic doors. Any meeting or event should be held in a fully accessible environment, especially in terms of buildings, transportation, and other facilities including digital facilities (Browne & Dorris, 2022). This is to ensure that people with disabilities are able to enter and use the environment with ease and in a way that grants dignity. Considerations towards the physical accessibility include clear wayfinding and signage, appropriate lighting and acoustics, and flexible seating arrangements (Browne & Dorris, 2022). There are a wide range of disabling environmental factors that vary from person to person. Therefore, it is crucial to directly collaborate with a person with lived experience of physical disability to organize barrier free meetings and events. Inclusive co-design must occur in accessible places that make people feel welcomed, comfortable, and able to make meaningful contributions with ease.
Attitudinal accessibility
Attitudinal accessibility is often the greatest challenge to inclusive co-design. It refers to the social and cultural climate of an environment which determines whether or not people feel heard, respected, and valued. Negative assumptions or tokenistic practices are exclusionary and prohibit people with disabilities from full participation. Instead, they should have equal access to involvement in a manner that respects their dignity (Browne & Dorris, 2022). Attitudinal inclusion means a commitment to involvement by centering the voices and experiences of people with disabilities in every phase of the co-design process. And so, facilitators and researchers should ensure that co-designers with disabilities are treated as equals in the decision making process. Respect and reciprocity must be embedded throughout the design process to promote true meaningful involvement.
Conclusion
Inclusive co-design is an ongoing process that involves the meaningful involvement of project team members and end-users involved in engagement activities. As this review has shown, inclusive co-design requires deliberate and responsive engagement strategies that reflect the diversity of people’s lived experiences and learning styles. It is also essential that researchers and facilitators draw from frameworks such as the Universal Design for Learning and Accessible Research Design to work towards strategies that minimize if not eliminate physical, informational, and attitudinal barriers. In order to design inclusive engagement strategies we must begin with asking why people are participating, how they access and process information, and what methods best support their involvement.
By embedding the strategies discussed in this review, inclusive co-design becomes a platform for the empowerment of end-users by ensuring and fostering meaningful environments in a way that works for them. This review has outlined inclusive engagement strategies that prioritize the voices of end-users as co-creators of the environments that shape their lives.
References
Browne, J., & Dorris, E. R. (2022). What can we learn from a human-rights based approach to disability for public and patient involvement in research? Frontiers in Rehabilitation Sciences, 3. https://doi.org/10.3389/fresc.2022.878231
CAST (2018) Universal Design for Learning Guidelines version 2. Retrieved from https://udlguidelines.cast.org/
Doyle et al. (2025) Universal Design for Learning (UDL) in simulation-based health professions education. Advances in Simulation, 10:33. https://doi.org/10.1186/s41077-025-00361-3
Eyland, T., & Leung, A. (2025). A purpose-driven approach to apply the universal design for learning: A focus on the “why.” International Review of Economics Education, 49, 100319. https://doi.org/10.1016/j.iree.2025.100319
Leung, A., Moldovan, L., & Ata, M. (2023). Teaching economics in higher education with Universal Design for Learning. International Review of Economics Education, 44, 100273. https://doi.org/10.1016/j.iree.2023.100273
Rios, D., Magasi, S., Novak, C., & Harniss, M. (2016). Conducting accessible research: Including people with disabilities in public health, epidemiological, and outcomes studies. American Journal of Public Health, 106(12), 2137–2144. https://doi.org/10.2105/AJPH.2016.303448
National Disability Institute. (2017). Disability sensitivity guide.
Sadler, T. (2023). Inclusive methods for engaging people with intellectual and developmental disabilities in research practices. American Institutes for Research. https://www.air.org/