Time for digital inclusion at scale

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...

 Industry guidance recognises the importance of creating accessible solutions with the disability community (gov refs). For example…. This is due to the recognition that digital accessibility is not a technical checklist but a human issue (Hassell, 2019; others).  UPIAS - Nothing about us without us and social model. In education there is a recognition of the disability community helping to design educational interventions to ensure authentic and accurate representation to prevent bias to prevent the perpetuation of stereotypes and negative narratives of pity. Industry have guidelines, checklists, automated tools and AI to support the creation and evaluation of  digital materials but these should never be used instead of people with lived experience. The employment of those with lived experience expertise in professional roles relates to digital accessibility. It is because of the disabled community that we have many of the innovations and it’s important for people to und...

 Non disabled children’s understanding of disability changes over time. By the age of 7 most non-disabled children understand the difference between a temporary injury such as a broken arm and a permanent disability (Diamond et al, 1997). They can also provide potential causal explanations for impairments such as blindness or being in a wheelchair (Smith and Williams, 2005). Yet between 12 and 15 years old, pupils already appear to display negative attitudes towards those with disabilities (King, Rosenbaum, Armstrong and Miller, 1989; Moore and Nettlebeck, 2013. These attitudes are attributed to their degree of knowledge, perceptions and assumptions about disability (2,3,7,12,13) in (Lindsay and Edwards, 2013). These negative perceptions contribute to what drives the moral compass of society and can lead to social exclusion and isolation of those with disabilities (Babik and Gardner, 2021). In between the ages of 7 - 11 children are at the concrete operational stage of their cognit...

 The experience of teachers and those who support learning spanned from 18 months to over 10 years, including input from two assistant head teachers. Schools were from within one geographic county and large multi academy trust (MAT) in the UK, with schools chosen across the MAT to represent an inner city school, outskirts of a city and a rural location to offer a diversity of settings and contexts. Also offering a broad representation of those who support teaching and learning across the Upper Key Stage 2 (UKS2) context, making the data grounded in sustained practice and from a range of teaching and learning viewpoints and locations. Focus groups were organised directly through a key contact and gatekeeper at the MAT to deliberately represent a range of different schools, size and locations. The schools had limitations of availability, time and classroom cover, therefore most focus groups were conducted with 3 participants from each school, with one having 4 participants. The full ...

 Background and context This literature review will begin by presenting the background and context of this research. The rest of this literature review will begin by outlining where digital accessibility is currently taught across the lifelong learning trajectory and the gaps yet to be addressed. It will then explore the ideal school intervention stage to frame the teaching and learning context for this study. It will further consider the importance of addressing teachers’ knowledge, confidence and resources to be able to teach the subject within the classroom and then will conclude by identifying the core learning components needed to teach digital accessibility awareness as a foundational multidisciplinary topic. The teaching of DA A school age intervention  -The school gap to address the scale of the problem and prevent retrofit/unlearning and suggesting UKS2 time to intervene  Teacher knowledge  The DA curriculum to explore subject matter knowledge for pupils and...

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