The Participation-Barrier-Pathway (PBP) Framework
A Participation-Centred Approach to Assistive Technology Practice
Technology is often the first thing people think about when discussing accessibility. We ask questions like:
“What software should this student use?”
“What device should we recommend?”
“Which assistive technology will solve the problem?”
While these are important questions, I believe they come too late in the conversation.
The Participation–Barrier–Pathway (PBP) Framework begins somewhere different.
It begins with the person.
Rather than asking “What technology do they need?”, the PBP Framework asks:
“What is this person trying to accomplish?”
That simple shift changes everything.
Why I Created the Framework
After more than twenty years working as an Assistive Technologist in higher education, I noticed a common pattern.
- Students rarely came to my office asking for software.
- They came because they were struggling to participate.
- Sometimes they couldn’t read textbooks efficiently.
- Sometimes they couldn’t organize their thoughts while writing.
Others struggled to keep up during lectures, complete exams, manage executive functioning demands, or navigate the everyday challenges of college and university life.
Technology was often part of the solution—but it was almost never the whole solution.
Over time, I began organizing my thinking around three simple questions that guided every student meeting.
Those questions eventually evolved into the Participation–Barrier–Pathway Framework.
The Three Parts of the Framework
Participation
Everything begins here.
Participation asks:
“What is the person trying to accomplish?”
This may seem obvious, but it is surprisingly easy to overlook.
Participation might mean:
- Reading course materials
- Completing written assignments
- Taking notes during lectures
- Participating in laboratory activities
- Communicating effectively
- Managing workload
- Completing examinations
- Navigating campus
- Succeeding in employment
The focus is not on diagnosis.
The focus is on meaningful participation.
Barrier
Once the participation goal is clear, the next question becomes:
“What is preventing participation?“
Barriers are rarely limited to disability alone.
They may include:
Personal barriers
- Reading difficulties
- Executive functioning
- Fatigue
- Memory
- Attention
- Anxiety
Environmental barriers
- Inaccessible documents
- Poor lighting
- Classroom design
- Noise
- Time pressures
Educational barriers
- Assessment design
- Course expectations
- Teaching methods
- Digital accessibility
The goal is not simply to identify challenges.
It is to understand which barriers matter most for achieving the student’s participation goal.
Pathway
Only after understanding participation and barriers do we ask:
“What pathway will best support participation?”
Technology is one possible pathway.
It is not the only one.
Possible pathways include:
Assistive Technology
- Screen readers
- Text-to-Speech
- Speech Recognition
- AI tools
- Reading & writing software
Learning Strategies
- Different workflows
- Time management
- Note-taking approaches
- Study techniques
Environmental Changes
- Alternative study spaces
- Lighting
- Seating
- Reduced distractions
Human Supports
- Accessibility Advisors
- Faculty
- Tutors
- Peer mentors
Accommodations
- Alternative formats
- Extended time
- Note-taking supports
- Flexible assessment
Often, the most effective pathway combines several of these approaches.
A Different Way of Thinking
Traditional assistive technology practice often begins with technology. The framework begins with participation.
Instead of asking:
“Which software should we recommend?”
it asks:
“What is the student trying to achieve?”
That shift encourages practitioners to think more broadly, consider multiple solutions, and avoid assuming that technology alone will solve every challenge.
The Framework in Practice
Imagine a student says:
“I’m having trouble keeping up with my readings.”
A technology-first approach might immediately recommend Text-to-Speech software.
This approach asks a few additional questions.
Participation
What does the student need to accomplish?
Read course materials effectively.
Barrier
Why is reading difficult?
Perhaps the student experiences dyslexia, visual fatigue, dense academic language, or simply lacks enough time to complete the required readings.
Pathway
Possible pathways might include:
- Text-to-Speech
- Accessible digital textbooks
- Reading strategies
- AI-supported study questions
- Alternative study schedules
- Academic accommodations
Technology becomes part of the solution—not the starting point.
Guiding Principles
Participation-centred practice is built on several core beliefs.
Participation comes first.
Technology should support meaningful participation, not become the focus of the conversation.
Barriers are individual.
Two people with the same diagnosis may experience very different barriers.
There is rarely only one solution.
Meaningful participation often requires a combination of technology, accommodations, learning strategies, and environmental supports.
Simplicity matters.
The simplest effective solution is often the best solution.
Technology should empower.
The goal is independence, confidence, and participation—not dependence on increasingly complex tools.
Artificial Intelligence and the PBP Framework
Artificial Intelligence is rapidly becoming another pathway available to students. Like any assistive technology, AI should be evaluated based on the participation goal and the barriers it addresses.
The question is not:
“Should students use AI?”
Instead, ask:
“Is AI helping remove barriers while preserving meaningful learning?”
This philosophy aligns with my Access vs. Replacement Framework, which explores the role of AI in higher education through the lens of accessibility, participation, and academic integrity.
Learn More
The PBP Framework is explored in much greater depth in my book:
Participation-Centred Accessibility: The Participation–Barrier–Pathway Framework for Assistive Technology Practice in Higher Education
The book expands on the philosophy behind the framework, examines real-world case studies, and provides practical guidance for Assistive Technologists, Accessibility Advisors, educators, and higher education professionals who wish to adopt a more participation-centred approach to practice.
Whether you’re new to assistive technology or an experienced practitioner, the goal is the same:
Helping people participate more fully in education, work, and everyday life.
Let’s Continue the Conversation
The framework continues to evolve through practice, collaboration, and discussion with students, colleagues, and professionals across higher education.
If you’re interested in learning more about the framework, discussing how it might apply in your institution, or exploring opportunities for presentations, workshops, or collaboration, I’d love to hear from you.
Together, we can continue building more accessible, inclusive, and participation-centred learning environments.
