Hongik Ingan (εΌηδΊΊι)
"Benefit All Humanity"
The WIA EDU Standard is built on the philosophy that education is a fundamental human right, and every learner deserves equal access to knowledge regardless of their abilities.
Education Accessibility refers to the design of learning environments, materials, and technologies that can be effectively used by all learners, including those with disabilities. It encompasses the removal of barriers that prevent individuals from accessing educational content and participating fully in the learning process.
Definition: Education Accessibility ensures that educational content, platforms, and assessment methods are designed and delivered in ways that accommodate the diverse needs of all learners, including those with visual, auditory, motor, cognitive, and learning disabilities.
1. Universal Design for Learning (UDL):
2. Accessibility Standards Compliance:
3. Assistive Technology Integration:
Accessible education serves a diverse population of learners across all ages who experience learning challenges. The following table outlines the primary conditions that benefit from accessibility accommodations:
| Category | Examples | Global Population | Common Accommodations |
|---|---|---|---|
| Visual Impairments | Blindness, low vision, color blindness | ~285 million people | Screen readers, magnification, alt text |
| Hearing Impairments | Deafness, hard of hearing | ~466 million people | Captions, transcripts, sign language |
| Motor Impairments | Paralysis, tremors, limited mobility | ~75 million people | Keyboard access, voice control, switch access |
| Cognitive Disabilities | Intellectual disabilities, memory issues | ~200 million people | Simplified content, extra time, chunking |
| Learning Disabilities | Dyslexia, dyscalculia, ADHD | ~700 million people | Text-to-speech, dyslexia fonts, breaks |
| Mental Health | Anxiety, depression, PTSD | ~1 billion people | Flexible deadlines, quiet testing |
| Temporary Disabilities | Injuries, illness, recovery | Variable | Various based on condition |
| Situational Limitations | Noisy environment, bright sunlight | Everyone at some point | Captions, high contrast |
Key Statistic: Over 1 billion people worldwide (15% of the global population) live with some form of disability. In higher education, approximately 19% of undergraduate students report having a disability.
Dyslexia (Reading Disability):
Accommodations include:
Dyscalculia (Math Disability):
Dysgraphia (Writing Disability):
ADHD (Attention Deficit Hyperactivity Disorder):
Common accommodations:
Educational supports include:
Problem: The education technology industry currently lacks unified accessibility standards, creating significant barriers:
Consider the typical experience for a student with multiple disabilities:
Current State - Manual Accommodation Process:
1. Student registers for new course
β Must submit disability documentation AGAIN
2. Wait 2-4 weeks for review
β Often misses first assignments
3. Accommodations approved
β Each instructor must be individually notified
4. Testing accommodations
β Must coordinate with testing center for each exam
5. Content accessibility
β Some materials accessible, others require manual remediation
6. Transfer to new institution
β START ENTIRE PROCESS OVER
At EACH step:
- Multiple meetings and emails
- Inconsistent implementation
- Learner must advocate repeatedly
- Burden falls on the student
Critical Issue: Students with disabilities already face additional challenges in their learning. The administrative burden of managing accommodations adds unnecessary stress and takes time away from actual learning.
The WIA EDU Standard addresses these challenges through:
A portable, standardized profile that travels with the learner:
{
"profile_id": "EDU-2025-ABCD-1234",
"schema_version": "1.0.0",
"display_preferences": {
"screen_reader": {
"enabled": true,
"reader": "nvda",
"rate": "medium"
},
"text_settings": {
"font_size": "large",
"dyslexia_font": true,
"line_spacing": 1.5
},
"color_settings": {
"high_contrast": true,
"mode": "dark"
}
},
"control_preferences": {
"input_method": "keyboard",
"timing": {
"extended_time_multiplier": 1.5
}
},
"content_preferences": {
"captions": true,
"transcripts": true,
"audio_description": false,
"text_to_speech": true
}
}
WIA EDU Workflow:
Learner Profile βββββββββββββββββββββββββββββββββββ
(accessibility needs & preferences) β
βΌ
Course Metadata βββββββββββββββββββββββββ> Matching Engine
(available accommodations) β
βΌ
Content Metadata ββββββββββββββββββββββββ> Automatic Adaptation
(accessibility features) β
βΌ
ββββββββββββββββββββββ
β Personalized β
β Learning Experienceβ
ββββββββββββββββββββββ
When a learner moves to a new course, program, or institution:
εΌηδΊΊι (Hongik Ingan)
"Benefit All Humanity"
An ancient Korean philosophy meaning "to broadly benefit humanity" guides the WIA EDU Standard. Education is a fundamental human right that opens doors to opportunity, independence, and full participation in society. The standard is:
- Free and open source forever
- No patents or licensing fees
- Anyone can implement
- Sustainability through certification services
| Value | Implementation |
|---|---|
| Equity | Equal access to quality education for all learners |
| Dignity | Learners control their own profile and disclosure |
| Privacy | FERPA/GDPR compliance built into the standard |
| Interoperability | Works across all LMS platforms and tools |
| Innovation | Open standard encourages technology advancement |
Key Takeaways:
In Chapter 2, we will examine the current state of education accessibility in detail, exploring the technical challenges, market fragmentation, and the real-world impact on learners. This deeper understanding will provide context for the WIA EDU Standard's technical architecture covered in subsequent chapters.