This is a summary of the book: “Design for All Learners: Create Accessible and Inclusive Learning Experiences” written by Sarah Mercier and published by Association for Talent Development in 2025. 

The author brings together voices from across the learning and development world to advocate for a future where education is genuinely inclusive. Much like how the Americans with Disabilities Act reimagined physical spaces, this book calls on content creators and educators to reshape digital learning environments so that no one is left behind, regardless of ability or circumstance. 

Central to the book’s philosophy is the concept of universal design—a proactive approach that ensures learning experiences are usable by the widest range of people. It’s not just about accommodating individuals with permanent disabilities; it’s about designing with flexibility and empathy so that even temporary setbacks—like a sprained wrist that makes mouse usage difficult—don’t become barriers. The principles guiding universal design include adaptability, clarity, perceptibility, and minimal effort, all of which contribute to making content accessible, intuitive, and inclusive. 

But the book goes further than frameworks. It challenges designers to recognize and dismantle their biases. Assumptions about who benefits from learning content—like assuming visually impaired individuals wouldn’t be interested in flight training—limit potential. Mercier and her contributors urge creators to use tools like empathy mapping to understand diverse learner needs and break down those unexamined barriers. After all, learning has value beyond job relevance—it can empower, entertain, and inspire. 

To guide this reimagining of inclusive learning, the book recommends evaluating design choices through multiple thoughtful “lenses.” For instance, it cautions against excessive animation, which could trigger seizures or vertigo, and stresses the importance of closed captions and readable fonts. It calls for color palettes that don’t alienate those with color blindness or sensory sensitivities and highlights the importance of interface elements that are well-spaced and keyboard-navigable. From layout to structure, every design element should be reconsidered for inclusivity. 

One chapter zeroes in on the transformative role of captions. While originally designed to support people with hearing impairments, captions now benefit all kinds of learners—from those navigating noisy environments to Gen Z binge-watchers who prefer them turned on by default. Their widespread use in media platforms sets a precedent that learning experiences must follow, not as a courtesy but as a standard. 

Remote learning, too, is a key frontier. It unlocks flexibility and reach, especially for learners with disabilities. As contributor Karen Hyder illustrates, offering options in font size, contrast, audio delivery, or input methods makes courses more inviting and effective. She builds learner personas to guide her process, creating content that works whether a student uses a screen reader, captions, or keyboard-only navigation. 

Finally, Mercier reminds readers that accessibility isn’t a destination—it’s a journey guided by progress, not perfection. Missteps are inevitable, but they’re part of the process. Advocates like Meryl Evans champion a calm, constructive communication model (TEACH) to push for change, emphasizing education, empathy, and continuous effort. 

This book is a rallying call: design with intention, iterate with empathy, and build learning spaces that truly welcome everyone.