Identify the real goal
Write the learning goal in one sentence. Then list the interface demands that are not the goal: reading small text, hearing a cue, dragging precisely, reacting quickly, remembering several instructions, or writing a long response.
When an interface demand blocks the goal, change the activity, provide an alternate control, or allow another way to show the idea.
Run a five-part check
- Perception: Is important information visible without relying on colour alone? Are text and targets readable?
- Interaction: Can the activity be used with the available keyboard, pointer, touch screen, or assistive setup?
- Pacing: Can a learner pause, replay instructions, or use an untimed alternative?
- Language: Are directions short, concrete, and supported by a model?
- Expression: Can the learner answer through speech, drawing, objects, selection, typing, or movement when appropriate?
Prepare an equivalent alternative
An alternative should preserve the goal. A learner who cannot use rapid arrow keys might plan the route with cards. A learner who cannot hear a rhythm cue might use a visible pulse. A learner whose handwriting is not being assessed might dictate or select an answer.
Observe access, not compliance
If a learner stops, ask whether the barrier is sensory load, language, control precision, working memory, timing, or the academic idea itself. Do not interpret one game's score as a disability measure.
Use classroom stations to create device-sharing and offline mirror options, and use Activity Studio to adjust worksheet length, difficulty, hints, and response format.