Introducing Fieldwork
A Structured Exploration Into Inclusive Learning Design
Fieldwork is developed by Accessible Learning Labs to explore important questions in inclusive learning design — questions that go beyond any single method or approach. The practitioners best positioned to think through them are already in the field, doing the work.
At its heart, Fieldwork operates on a central hypothesis: barriers to learning are fundamentally design problems, and design challenges can be solved — provided three elements come together. Accessibility provides the legal and technical foundation to proactively remove barriers. Disability Justice offers the ethical and political lens, ensuring that the design process centres the right voices. Emergent Learning brings the pedagogical approach needed to keep learning systems adaptive, relational, and responsive. The belief is that these three components are interdependent; effective learning environments need all of them. Many systems attempt to function with only one or two, but this often leads to a disconnect between policy and practice — the very gap this project seeks to investigate.
Fieldwork unfolds over 48 weeks, structured into four phases: Foundations, Literature, Investigation, and Synthesis. Each curriculum week generates two posts, published one per week — Part 1 the first week, Part 2 the following week. This pacing is intentional — it gives readers time to encounter an idea before being invited to act on it.
Part 1, “Why, See,” introduces the key concepts for the week and explores a real-world example, paying close attention to the difference between current practice and potential progress. In high-stakes learning contexts, understanding the underlying concepts and ethics is as important as the practices themselves.
Part 2, “Try, Share, Reflect,” provides a practical activity for readers to adapt, a conversation prompt for discussion with peers or communities, and a reflective question intended for ongoing thought. This structure is based on IDEO U’s see/try/share/reflect cycle, with a particular focus on understanding why.
The initial phase examines three critical areas where evidence is robust, practice varies, and the stakes are significant:
Accessibility explores what it truly means to design inclusive learning environments from the beginning — not as an afterthought or simply to meet compliance requirements. It considers how viewing accessibility as a structural design responsibility, rather than an individual accommodation, changes the approach.
Disability Justice looks at the political and relational commitments necessary for genuine inclusion. Building on the framework developed by Sins Invalid and allied activists, this section examines how to move from individual accommodations toward collective access, and what that requires from those who design and facilitate learning. It asks who is included in the design process, who is left out, and what it looks like when those most affected take leadership roles.
Emergent Learning considers how learning takes place in complex, unpredictable environments, and what this demands from designers. Drawing on complexity theory, the learning sciences, and practitioner experience, this section explores what it means to design for adaptability rather than fixed outcomes.
Fieldwork is intended for practitioners who understand that equitable access to learning is essential. If your work involves shaping learning environments, this publication is for you.
The writing is grounded in respect for the expertise of its readers. Its aim is not to instruct, but to foster collaborative exploration — sharing frameworks and evidence from related disciplines, while staying accountable to the people these ideas are meant to serve. Comments are open, with the recognition that the most meaningful conversations often flow in many directions.