The problem with accessibility checklists

Accessibility checklists are increasingly becoming offered as ways to improve inclusivity in Higher Education. However, they rely on the presumption that those delivering education and thus using them have no accessibility needs of their own. Moreover, in seeking to codify what counts as inclusivity, many students’ requirements get overlooked. In this post, Dr Kelsie Acton and Dr Dieuwertje Dyi Huijg outline the problems with accessibility checklists and propose a praxis of ‘relaxed pedagogy’ in their place.