Why I got into web accessibility
I've always been fascinated with solving maths problems, writing code, and graphic design. But my journey into web accessibility began with my own experiences.
Back in 1998, while living in Sokoto State, Nigeria, I was diagnosed with severe myopia (short-sightedness), astigmatism and a lazy eye. At the time, there was little consideration for people with disabilities where I lived.
My eyesight wasn't bad enough to be classified as blind or low vision, but it wasn't good enough to see fine details either. I saw several specialists, but there wasn't much they could do.
Throughout secondary school and university, I managed mostly through the help of friends, private tutors, and self-study. The schools I attended weren't equipped to support people with vision impairments. Teachers often wrote on boards with poor contrast, rarely provided verbal descriptions, and assumed everyone could follow along with the same levels of intelligence and eye vision. Course materials in accessible formats were rarely available.
At first, I accepted this as normal and adapted as best I could. But when I moved to the UK, I noticed a striking difference. Here, there were far more adjustments to support people with disabilities. Later, while working with Barnet Carers Centre — a charity in Barnet — I gained deeper insight into the challenges faced by people with various disabilities. I realised how even small improvements can significantly enhance someone's quality of life.
My interest in web accessibility grew after a conversation with Anne-Mieke Bovelett in the Elementor Facebook Community. Before that, I'd been building websites using poor workarounds with various drag-and-drop builders, without considering accessibility. Anne highlighted the barriers users face when access isn't prioritised, which inspired me to revisit the fundamentals of web development. I enrolled in online courses (like those on LinkedIn Learning) to properly learn HTML, CSS, and JavaScript.
The key lesson? Every little counts. Never stop learning, listening to user feedback, and improving — both ourselves and the systems we create.