Summary of structure

As a new addition to the curriculum it is vital to understand how digital accessibility is put in place in society, in the workplace and in education. It is also important to understand that this research this research is aiming to get guidance towards the teaching of accessibility in our digital world from the point of view of educating future digital citizens to be inclusive.

DEFINITIONS

Terms used to describe digital accessibility 

Define terms - accessibility, universal design, UDL, medical and social model of disability. (Pros/cons of each lens)

Different lenses they bring with them

LEGAL AND GUIDANCE BACKDROP

Learning from information and guidance for web regulations (public bodies) and WCAG, equality Act.

- reasonable adjustments (steering from medical model to social model - referred to in strategy - universal design attitude)

- it sits in multidisciplinary areas legally (EDI, Disability, Tech)

- lots of laws, guidance and information internationally

SA maturity models and ISO Hassell.

Even though legal and guidance is there, progress to implement these laws and practices is slow

- government monitoring and homepages info (#technical implementation)

- web aim homepages

WORKPLACE DIGITAL ACCESSIBILITY

The context for industry and workplace future for young people- education takes lead from industry and how something might be taught.

Support and training for Industry - Implementation and training in industry 

- #skills implementation (Hassell/AbilityNet)

- small number of people doing it - niche or tech - Matt May quote

Cost of training, complexity and legal incentive only for web

One of the biggest challenges is education and training and why this research is so important. Accessibility in the educational context is two fold ‘teaching accessibly and the teaching of accessibility’

Education- TEACHING ACCESSIBLY 

Implementation of accessible practices in the classroom (making learning accessible and UDL - teaching accessibly) - differentiation 

- how is that going? - UDL (meeting students needs and them being familiar with these types of accommodations)

 - #implementation in teaching 

What can we learn from progress generally - conclusion- progress slow

TEACHING OF ACCESSIBILITY 

Multidisciplinary: the different lenses of teaching (technical or disability awareness) - Lewthwaite and co (conceptual, procedural and technical)

Technical using WCAG

Empathy and user needs

My intention would help uphold laws and bring it from niche to mainstream responsibility 


Comments

Post a Comment

Popular posts from this blog

Pilot amends

Remove what subject do you teach. Did you learn about how to make digital content inclusive and accessible at school, college or university? What region are you from in the UK? What type of school or setting are you from: Mainstream school Specialist provision Private education  Trainee teacher Research survey invitation I am Helen Wilson, a second year part-time PHD student at the University of Worcester. I am planning a piece of research titled: Working with teachers to plan a school classroom intervention about inclusion in our digital society As part of this research I’m conducting an initial online survey to help me prepare for the study. Who is this survey for? This survey aims to collect a minimum of 50 participant responses from teachers across the UK. Participants in this study: must be teachers from  upper key stage 2 (Years 5 or 6) , the survey will ask this at the beginning before revealing the questions teachers can be from any type of school setting  includ...
Read more

Notes from original proposal

Text taken from original proposal to unpack/expand: The barriers and ‘unlearning’ highlighted during SCULPT were potentially framed by prior complex  beliefs and understandings and ‘unlearning’ or ‘retrofitting’ skills (Youngblood, 2010). As Gu (2010, p.340) explains “a large part of human and professional knowledge can hardly retain its original meaning when it is divorced from the contexts in which it was constructed and produced.” This made me consider that these skills should potentially be taught at the point these original meanings are constructed and that happens at a much younger age. To understand when it would be appropriate to introduce the basics of awareness and skills in school, I considered the age when young people develop digital skills (Department for Education, 2013) as well as an understanding of what it means to be disabled and children’s perceptions for those with disabilities (Boer et al, 2012).  In a literature review Babik & Gardner (2021) found th...
Read more

Teach Access Repository and Facebook research link

Image
 #Educators, do your students know what assistive technology means? From tactile maps to screen readers, #AssistiveTechnology includes a number of devices that enable and foster the inclusion of people with disabilities. The Teach Access Curriculum Repository (TACR) has various resources designed to build out your courses and introduce your students to these types of technologies.  Go to the TACR (https://lnkd.in/gWMxzk2e) and check out the presentation slide deck on assistive technology and the assignment for using a screen reader, under the Psychology section.    #BackToSchool #Accessibility #Inclusion #ScreenReader #AssistiveDevices #Psychology #Disability #Disabilities #A11y https://teachaccess.org/curriculum-repository/ Facebook research post: PhD Thesis Writing Process: A Systematic Approach—How to Write Your Introduction To download complete article, use the link: https://files.eric.ed.gov/fulltext/ED590321.pdf https://files.eric.ed.gov/fulltext/ED590321.pdf?f...
Read more