In this session we explore the concept of Access Friction—the idea that no course can fully anticipate every learner’s needs—and how this limitation opens space for more collaborative and even improvisatory approaches to course design and delivery. 

Using a hypothetical case study where access supports both include and exclude specific learners, we frame Access Friction as an invitation to create deeply inclusive learning environments. Together we will develop responses to the multiple learning needs highlighted in the case, setting aside fixed learning outcomes to embrace learning as a process of experimentation and responsive design.

Resource links:

1. John Lee Clark, "Against Access"
2. Jay T. Dolmage, “Academic Ableism: Disability in Higher Education”
3. Tangled Arts and Disability, “Access Anthology”

Attachments: Transcript (PDF, Word)

Note: If you notice an error in the closed-captions (or transcript file), please email support@bccampus.ca with details of the error, the time stamp, and your suggested correction, if any.