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correctness, and adding automatic alternative text does not guarantee that it describes what
the reader needs. Test the experience from the user’s perspective, ask for feedback, and
repair the barriers. When converting content into several digital formats, established digital

accessibility guidelines should be consulted [16].

FIGURE 6-9: UNIVERSAL DESIGN FOR LEARNING WITH AI SUPPORT

What to notice: The dimensions of engagement, representation, and action and expression

work together to remove barriers and strengthen learner agency, while the objective and
the educational challenge stay clear.
Source: Prepared by the author, drawing on current universal design for learning guidelines
[6][19].

Distinguishing Accommodation from Modification
An accommodation adapts the way learning is accessed or expressed without changing the

learning outcomes or the assessment criteria. Examples include additional time, an audio
version of the content, alternative text for images, or an explanation of difficult vocabulary.
A modification, by contrast, changes the level of the task, the learning outcomes, or their

criteria, such as removing an essential skill or replacing a writing objective with a different
educational goal. In inclusive education, distinguishing the two is essential: an

accommodation aims to remove obstacles and enable all learners to achieve the same
outcomes, whereas a modification requires an explicit pedagogical and institutional
decision, because it changes what the learner is expected to learn or accomplish.

When AI is used, the tool must not become an advantage available only to those with a paid
subscription or higher language competence. Low-technology alternatives, printable

versions, and clear instructions should therefore be provided, with more than one means of
accessing the content and demonstrating the outcomes, so that using a single tool is never

the only route to proving learning.

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