Attempt to design classes for students to design classes

Abstract

This study visualizes technoableism and proposes a co-creative approach to redefining web accessibility—from compliance-driven design to experience-informed practice. To demonstrate this, we conducted an Inclusive Walkthrough Study with disabled participants. Their real-time interactions and reflections revealed gaps between guideline compliance and meaningful use. Our findings highlight the need to reconsider accessibility evaluation frameworks by incorporating user narratives, showing how actual contexts and emotional responses shape the value and usability of information.