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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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Proff community info

 Having digital accessibility professionals from industry contribute to an educational awareness intervention can provide several important benefits, particularly if the goal is to improve learners' knowledge, attitudes, and future practice. These benefits span credibility, relevance, engagement, and employability. 1. Real-world relevance Industry professionals can connect accessibility concepts to real projects, products, and organisational challenges. This helps learners understand that accessibility is not just a legal or academic requirement but a practical aspect of designing and developing digital technologies. For example, they can demonstrate: How accessibility is incorporated into software development lifecycles. Common accessibility issues encountered in commercial projects. The trade-offs and constraints organisations face. Examples of successful accessibility implementations. 2. Increased credibility Students often perceive practitioners as authoritative sources because...
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Lit rev conclusion notes

 Questions: Can digital accessibility awareness be introduced across the curriculum in schools at Upper Key Stage 2? What is the prior knowledge and experience of teachers to be able to teach digital accessibility awareness at UKS2? What are the opportunities to introduce and integrate learning activities related to digital accessibility awareness across the current school curriculum at UKS2 What type of stakeholder support can be identified to facilitate the teaching of digital accessibility awareness in schools This literature review will aim to: Outline the background and context of digital accessibility awareness education  Explore how digital accessibility is currently taught within the educational curriculum. Present the rationale for a school based intervention at UKS2. Identify specifically what learning components and activities can make up foundational digital accessibility awareness education. Outline the key stakeholders who can support an educational intervention ...
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Lit rev discussion section

https://atlasti.com/guides/literature-review/literature-review-conclusion https://azhin.org/cummings/basiclitreview/conclusions   Key Components of a Literature Review Discussion A strong discussion chapter or section will typically follow a logical flow: [ 1 ,  2 ,  3 ] Summary of Main Themes:  Briefly recap the overarching findings, patterns, or gaps identified across the literature.  [ 1 ,  2 ,  3 ] Synthesis and Interpretation:  Rather than just repeating what others found, critically evaluate  why  the literature looks the way it does. Explain how the sources contradict, confirm, or build upon one another. [ 1 ,  2 ] Connection to the Research Question:  Tie the discussed literature back to the central objective or research question of your entire review.  [ 1 ,  2 ] Implications for Future Research:  State what the current state of the literature means for the field, and explicitly point out where futu...
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Dis community section

The disability community represent one of the most significant stakeholder groups in relation to digital accessibility awareness education. Providing accessible solutions or information about accessibility is directly related to disability (ref). Industry guidance emphasises the importance of creating accessible solutions with the disability community (gov refs).  For example……ADD emphasis on examples from industry practice to inform ethical practices that should underpin any education …. Educational scholars also point out the importance of involving the community in shaping educational experiences related to disability awareness (refs)… plus examples…. In this research context, the involvement of the disabled community is underpinned by ‘nothing about us without us’ a widely used term and recognized principle in disability advocacy that emphasizes that disabled people should actively be involved in decisions, policies, and programmes that affect them (ref). Such participation wou...
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