Spaces That See You: Rethinking Accessibility Beyond the Basics

In recent years, accessibility has evolved beyond physical modifications like ramps or wider doorways. It now encompasses creating spaces that are not only easy to navigate but also comfortable and welcoming for everyone. While structural elements are important, true accessibility goes beyond ticking boxes—it is about designing environments that genuinely work for the people who use them. Rather than fitting everyone into the same mold, these spaces recognize individual experiences and needs (Smith et al., 2022).

Traditionally, accessibility focused on “universal design,” an approach aimed at accommodating as many people as possible. While this method does achieve broad access, it does not always address the diverse preferences and needs of every individual. People with disabilities often require different solutions—what works for one person might be ineffective for another. This has led many experts to advocate for more personalized spaces that specifically cater to individual requirements, particularly for those with sensory sensitivities (Pinder, Evans, & Miller, 2020).

Take noise, for example. For some, a busy, noisy environment can improve focus and concentration. However, for others—especially those on the autism spectrum—too much noise can quickly lead to sensory overload, making it difficult to stay engaged. Studies have shown that adjusting factors like sound levels, lighting, and even the layout of a space can significantly improve comfort and reduce anxiety (Stevenson, Roberts, & Walsh, 2019). This is where adaptable design shines—it tailors the environment to meet individual needs, rather than expecting people to adjust to the space.

Accessibility goes well beyond physical functionality; it communicates an essential message: you are welcome here, you belong here. Research by Jones and Edwards (2021) highlights that thoughtfully customizing spaces for individuals with disabilities is really important for enhancing their overall experience. When these adjustments are made, they can greatly boost a person’s sense of dignity and independence.

Tailoring environments to fit their needs empowers individuals to navigate their surroundings with more confidence and autonomy. However, despite these advancements, nearly 50% of individuals with disabilities still report feeling uncomfortable in spaces labeled as “accessible” (Smith, Green, & Harper, 2021). This highlights a persistent gap between accessible design and genuine inclusion.

This gap is especially evident in educational settings. Flexible learning environments can make a difference. Features like adjustable seating and designated quiet areas have been shown to significantly enhance focus and engagement for neurodiverse students. These designs go beyond the notion of “special treatment.” Instead, they provide all students with the resources they need to thrive. Ultimately, this approach fosters a more inclusive and equitable learning experience (Baker, Patel, & Simpson, 2019).

Additionally, as technology keeps evolving, it opens up exciting new possibilities for personalized design. Take augmented reality (AR), for example. It allows people to visualize how changes to a space could impact their daily lives—well before any construction starts. This immersive experience gives designers valuable insights, helping them proactively address individual needs (Harris, Davidson, & Turner, 2022). With augmented reality creating spaces that feel truly inclusive becomes much easier, ensuring everyone feels considered and supported right from the beginning.

Ultimately, accessibility should be more than a legal checkbox—it is a shared responsibility. As the concept of inclusive design evolves, our focus should shift from simply accommodating diversity to celebrating it. Spaces should do more than just allow access—they should foster a sense of belonging where everyone feels valued and respected (Wiley’s Walk, 2024).

References

• Baker, T., Patel, S., & Simpson, J. (2019). Flexible learning environments and their impact on student engagement. Journal of Inclusive Education, 45(3), 190-207. https://doi.org/10.1016/j.jied.2019.06.004
• Harris, A., Davidson, L., & Turner, M. (2022). The role of augmented reality in accessibility for people with disabilities. Technology in Society, 58, 132-140. https://doi.org/10.1016/j.techsoc.2021.101255
• Jones, R., & Edwards, P. (2021). Personal autonomy in adaptive environments: The impact of design on self-worth among individuals with disabilities. Journal of Disability Studies, 31(4), 223-231. https://doi.org/10.1037/dst0000312
• Pinder, D., Evans, M., & Miller, S. (2020). The influence of personalized workspace design on employee well-being. Workplace Studies Quarterly, 19(2), 98-112. https://doi.org/10.1111/wsq.220112
• Smith, G., Green, A., & Harper, L. (2021). Accessibility or comfort? Exploring the experience of disabled individuals in public spaces. Disability and Society, 36(1), 110-125. https://doi.org/10.1080/09687599.2021.1930091
• Stevenson, K., Roberts, M., & Walsh, T. (2019). Reducing anxiety and improving focus through adaptive design for neurodiverse individuals. Neurodiversity Studies, 12(1), 45-57. https://doi.org/10.1016/j.nds.2019.03.005
• Wiley’s Walk. (2024). From access to belonging. Wiley’s Walk. Retrieved September 16, 2024, from https://wileyswalk.com