Why Designing for the Margins Creates Universal Excellence
Here's a provocative thought: What if the most "niche" user needs aren't niche at all, but rather the master keys to unlocking better experiences for everyone?
What if designing for the margins becomes discovering universal truths that traditional design approaches miss entirely?
Accessibility as Design Philosophy
Most of us have been thinking about accessibility all wrong. We've treated it like a regulatory afterthought, something we bolt on after the "real" design is done. But what if accessibility is viewed through the lens of excellence rather than accommodation?
When we design for the supposed "average" user, we're designing for a myth. That perfectly neurotypical, fully-abled, ideally-circumstanced user? They don't exist. This is where the "edge case" genius reveals itself: when we design for the most specific, seemingly niche needs, we're actually designing for the full spectrum of human diversity.
In 2024, Bristol University embarked on what seemed like a straightforward project: make their Cellular and Molecular Medicine curriculum more accessible for neurodivergent students. They partnered with five undergraduate student researchers—each with lived experience of neurodivergence—to review their teaching methods.
What they discovered was revolutionary: the changes that helped neurodivergent students didn't just benefit that specific population. They benefited neurotypical students too.
The Bristol team documented that "even small changes (which in some cases could be seen as standard best-practice), could have a huge impact on student experience." These weren't massive overhauls or expensive accommodations—they were thoughtful refinements that emerged from listening to voices that had been marginalized.
One student partner captured it perfectly: "I'm so glad we could make a difference together." Another added: "It's honestly so good to see interest in our project from people with the power to change things!"
This pattern repeats everywhere: curb cuts benefit wheelchair users, but also parents with strollers and travellers with luggage. Closed captions help deaf viewers, but also people in noisy environments and language learners. Voice-to-text was developed for mobility impairments, but it's now ubiquitous.
In Digital Design: When we create interfaces for users with motor impairments, larger touch targets, simplified navigation, we create more intuitive experiences for everyone.
In AI Development: When we ensure AI tools are fair and interpretable for neurodivergent users, we build more robust, less biased systems for all users.
In Policy Making: The most resilient policies often emerge from considering the needs of the most vulnerable populations first.
Instead of asking "How do we accommodate these different needs?" we should ask "What can these different needs teach us about better design?"
Recognising that diversity of experience is a competitive advantage, the Bristol students didn't just identify problems; they became co-creators of solutions. Their lived experiences became valuable design intelligence that traditional research couldn't capture.
We can continue designing for the mythical "average" user, or we can embrace the edge case advantage and create truly excellent experiences.
This means:
Start with the margins: Identify and engage with historically excluded users
Embrace constraint as creativity: View accessibility requirements as design challenges that spark innovation
Prioritize lived experience: Include people with direct experience as partners, not just research subjects
Think systemic: Recognise that inclusive design creates naturally accommodating systems
As we move deeper into the digital age, the stakes continue to rise. The Bristol case study shows us that when we center marginalized voices, we don't just create more equitable systems, we create better systems. The future belongs to those who understand that designing for everyone means starting with those who have been excluded.
This piece draws from the groundbreaking Bristol University Neuroinclusive Teaching case study by Dr. Caroline McKinnon, Dr. Bronwen Burton, and student researchers with lived experience of neurodivergence.