TEXT: Add to intro

 Just after ‘there are studies about it in HE’

The studies that do currently explore the teaching of accessibility do so from within university education, the workplace or library information science. Many articles highlight that even after two decades of legal requirements and guidance such as WCAG (W3C, 1999; W3C, 2018), Section 508 and the ADA in the US (ref) or the last five years of the web regulations in the UK (Ref) awareness around digital accessibility is not common knowledge in the mainstream (Millikan and Djenno, 2017; Putnam, 2016; Ref), skills mainly sit within the web profession (Ref) but the skills in graduates for that profession are not meeting the demand in industry (Nicolle and Darzentas, 2019; Putnam, 2016, Teach Access, 2023; PEAT, YEAR; Nishchyk and Chen, 2018; Lewthwaite et al, 2020; Coverdale et al, 2022; Teach Access, 2023).

The topic is not also widely disseminated or taught within the learning curriculum (Nishchyk and Chen, 2018; Kulkarni, 2018; Lewthwaite and Sloan, 2016; Coverdale et al, 2022; Keates, 2011; Nover, 2021), even though equal access to connect people to information is a basic human right (Wang, 2012; Kimura, 2018; Refs). 

There additionally seems to be a lack of mainstream awareness with minimal guidance for everyday application (Putnam, 2015; Kimura, 2018; Lewthwaite et al, 2020; Baker et al, 2020; Keates, 2011; 2015; Waller et al, 2009; Chen et al, 2022; Nover, 2021) and lack of textbooks or resources for education and training (Putnam, 2015; 2016; Bong and Chen, 2012; Lewthwaite et al, 2020; Kawas, 2019; Marcus-Quinn and Hourigan, 2022; Shinohara et al, 2018). Without this awareness digital accessibility is often retrofitted as an afterthought or as a fix at the end instead of being part of the process of content creation that could save time and complexity (Youngblood, YEAR; Kimura, 2018; Lewthwaite and Sloan, 2016; Shinohara et al, 2016).

Yet the disabled community’s need for accessible content is a mainstream issue that needs mainstream attention as a shared endeavour (Christopherson, 2022; Kulkarni, 2018; Coverdale et al, 2022; Shinohara, 2016; 2018; Waller et al, 2009) and we have a social responsibility to address this on the grounds of equality (Wang, 2012; Putnam, 2016; Tomberg and Laanpere, 2014; Freire et al, 2007; ).

Mainstream = school - everyone gets educated to underpin basic awareness and practices for our digital world and to be prepared for the future digital workforce demand (Wilson, 2023; Youngblood, 2018; Whitney et al, 2007;).

Same age as online safety Key Stage 2 stuff…, At this age young people have also said to have developed the skills of empathy (Piaget books, 6666; Anke de Boer , Sip Jan Pijl & Alexander Minnaert, 2012; Babik and Gardner, 2021), an important aspect towards the conceptual understanding of disability and user needs.

In the school computing curriculum in the UK, there is mention of assistive technologies as input devices (Department of Education, Year; BBC Bitesize, 2023), but nothing about the creation of accessible materials, even though inaccessible content is still a barrier to screen reader users (Kimura, 2018; Bong and Chen, 2012; Gilligan, 2020; Kimball et al, 2016; Keates, 2015; Marcus-Quinn and Hourigan, 2022).

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