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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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UKS2 notes for lit rev

 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...
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Focus groups write up notes

 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 ...
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Lit rev notes

 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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