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Notes for TFG1 write up

 The preliminary teacher questionnaire identified that subject matter knowledge maybe lacking, therefore an e-learning package was developed to underpin basic awareness and understanding of the core components of DA awareness as identified in the literature review. The e-learning provided knowledge in relation to ENABLED. In addition, as the questionnaire exposed most UKS2 teachers lacked any classroom teaching experience related to DA, focus group discussion topics were scaffolded by the use of the core matrix, a means for teachers to identify pedagogical content knowledge in relation to teaching the subject matter of DA. Transcripts and notes made on the matrix document during discussions have been used to draw up matrix profiles for each school (Appendix 1-3) and then combined to illustrate the collective findings of the teacher focus groups: Matrix table. Taking each aspect of PCKg the findings of the initial teacher focus groups are now presented in turn. The chapter will then...
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AI and Accessibility abdicating engagement UNESCO

  AI and Accessibility: abdicating engagement? | UNESCO   Bennett, A (2025) AI and Accessibility: abdicating engagement? UNESCO. Online at:  https://www.unesco.org/en/articles/ai-and-accessibility-abdicating-engagement  (Accessed 03 September 2026)   Further, “digital accessibility” refers to the principles and processes of making digital content that disabled users can fully engage with. That is, ensuring that both the digital output can be accessed by those using assistive technologies (such as screen reader software) and the content itself, (such as image description, transcripts and captions) are functional and readily available to all users.    Accessibility by design is always easier than a retrofit, whether addressing physical or digital accessibility.    Adopting Universal design principles is a far more inclusive approach than addressing contextual requirements as an afterthought. For example, the Web Accessibility Initiative ( WAI )...
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List of A11y courses

  https://docs.google.com/document/d/1vY3aaA9rInCRuRA3WMWwu0kf97fp18aJDQ-2UPp-3JE/mobilebasic#h.jxbnaqad02m9
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Social accessibility and shared responsibility

  https://equalentry.com/social-accessibility-awareness/ Horton and Sloan (2024) Horton and Sloan (2024) digital accessibility is not something to delegate to others, it is the shared responsibility of everyone. This may require a deliberate, staged approach to building accessibility capacity, to bring everyone to a point where they can understand and meet their responsibilities.  A shared responsibility for accessibility is the ideal philosophy for a product team, one where everyone understands their role and has the knowledge, skills, and tools to meet their responsibilities. Horton, S., & Sloan, D. (2024). What Every Engineer Should Know About Digital Accessibility. CRC Press, Boca Raton, Florida. https://knowaboutaccessibility.org/
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Disability and professional FGs

  The teacher questionnaire and initial FGs identified: Show ENABLED e-learning (Word alternative) Positives/challenges lists: Positives: Can see the value in the topic being added to the curriculum Have contextual knowledge of some assistive technology tools to support learners No professional development in relation to digital accessibility No prior schooling of their own to refer back to Challenges: Lack of knowledge - disability, AT, digital skills (inc. discomfort) Simple to use and understand resources to pick up and go (repository) Bitesize content aimed at beginners (both for pupils and teachers) Activities that could be easily incorporated into existing lessons Worksheets/task guidance Based on the ENABLED framework: What activities would be appropriate - some suggestions in literature are (pros/cons of these approaches): Videos Case studies Personas Simulations Barrier identification and problem solving Checklists/guidance for baseline awareness (WCAG not suitable for nov...
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School disability interventions paper

Soojung Chae , Eun-Young Park & Mikyung Shin (2019) School-based Interventions for Improving Disability Awareness and Attitudes Towards Disability of Students Without Disabilities: A Meta-analysis, International Journal of Disability, Development and Education, 66:4, 343-361, DOI: 10.1080/1034912X.2018.1439572 To link to this article:  https://doi.org/10.1080/1034912X.2018.1439572 worldwide. For example, the United Nations (UN) General Assembly adopted the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) on December 13, 2006, making it clear that inclusive education was one of the key provisions (Article 3). In support of this global policy regarding inclusion of individuals with disabilities in their local communities and schools, UN (2006) has made an effort to promote the public’s awareness regarding disabilities and social acceptance of people with disabilities. Resulting education policies aim to foster disability awareness and positive attitud...
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Disability equality training doc notes

  Gillespie-Sells, K. and Campbell, J., 1991. Disability equality training. London: Central Council for the Ed. and Training of Social Work. Online at:  https://disability-studies.leeds.ac.uk/wp-content/uploads/sites/40/library/Campbell-dis-equality-training.pdf  (Accessed 21 July 2026) (Gillespie-Sells and Campbell, 1991) Our awareness of the reality of disability is limited because we live in a society geared towards people whose bodies and minds are fully functioning. This may seem strange when one considers that disability or illness can happen to anyone at any moment of their lives - it is an inevitable part of the human experience. Only those who experience disability as a form of social oppression really understand thoroughly enough to teach about its reality. As a result of this thinking it was decided by the Trainers Forum that training around disability should only be carried out by disabled people, equipped with professional training techniques and a thorough u...
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