Text: theory and methodology models

This research is clearly posited on an educational intervention that looks at exploring societal perspectives on disability and the adoption of more inclusive digital practices to meet their needs. It is not primarily concerned with seeking to measure change for society or the social injustice of those excluded by inaccessible digital content. 

Social change, changing society perspectives and looking at the emancipation of those often perceived in a deficit model due to the barriers of their disability (ref) or by seeing them mainly through the lens of the medical model of disability (ref) does however have its place in this research. The teaching and curriculum discussions will likely be referring to the historical framing and development of the social model of disability, how and why it came about and how it informed the concept of universal design (ref). This historical context will likely be used to inform and steer the needs for updating the knowledge, skills and practices needed for the digital environment.

This research is not looking to be specifically transformative (ref) but could potentially update or transform the education curriculum to include a subject related to disability, and therefore likely touch on addressing the oppression or historical factors regarding the exclusion of others with disabilities. ??? Discuss Critical theory?

This position however is only significant to that of the teaching content within the curriculum, and the potential culture change towards digital and media practices. This research however is not politically driven by that of social injustice, but more aligns to the argument that all actors and stakeholders have a voice to determine a curriculum intervention needed in the digital age. Its key aim is to help raise awareness for inclusion in the digital world and to fill the digital knowledge and skills crisis gap as previously identified (Ref).

The gaps come from not only those in the technical and digital skills profession (Ref), the legal requirements that need to be fulfilled by the web regulations (Ref) or the reasonable adjustments we need in digital content for the application of the Equality Act in society (ref, 2010). Those with disabilities can express the gaps where content can be improved by people in society to help educate the future digital society, something that the ??? Strategy (Ref) highlights we have no current data to effectively evidence. Teachers also need input and professional development to adapt to our changing digital world and their teaching practices (ref). And finally learners need to be educated in line with the momentum of the digital age and be aware of the implications of digital content for their own and other’s future (Wilson, 2023; ref).

All of these voices as actors and stakeholders not only have a valid input into this research to offer balanced opinion to avoid bias, but clearly also have a valuable gain. This therefore means this isn’t a study about disability injustice, but a study about curriculum and a coproduction towards what works to meet a wide range of needs.

As it currently stands the social policy and strategies in the UK relation to inclusion already exist in the form of the Equality Act (ref, 2010), the web regulations (ref) and others (ref). These laws are already there to protect those who need access to services, accommodations and digital content. They help to provide the structure and guidance for equality in our society and the implementation of inclusive practices and behaviours. 

It has to be recognised however, that if this educational interventions was to be added to the curriculum it could act as a catalyst to review social or educational policy, and as a future research study might then be explored from more of a critical theory stance to understand the impact of its implementation (ref).

To begin with however, we need to understand what is needed to start the design and develop a new curriculum as well as acknowledge the frameworks that underpin the teaching and learning profession.

Nind, Curtin and Hall (2007; p.12) explain that researchers and policymakers in education have prominently called for teaching to be an evidence-based practice profession to bring together a closer connection between research, policy and classroom practice (Slavin 2002; 2004; Sebba 2004). The act of teaching is often referred to or defined by the term pedagogy (Refs).

Pedagogy is fundamentally concerned with what people perceive to be meaningful, important and relevant as they engage in teaching-related activity and develop competence and expertise in practice (Nind, Curtin and Hall, 2007; p.9).