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 that from the age of seven in primary school children no longer over generalise about disabilities and are more capable of empathising a situational context. They explain that this can ‘help facilitate positive attitudes and their ability to engage in moral reasoning when justifying social inclusion (Fisher et al., 1998; Turiel, 1998; McDougall et al., 2004; Smetana, 2006; Gasser et al., 2014; Beaulieu-Bergeron and Morin, 2016; Shalev et al., 2016) which can help with concepts of fairness, justice, equality, and human rights in social evaluations (Killen and Rutland, 2011)’.

Learning of digital accessibility skills needs to be driven by this type of empathy to appreciate why they are important in our digital world (Baker et al, 2020; Lewthwaite and Sloan, 2016; Youngblood, 2010; Youngblood et al, 2018; Shinohara et al, 2018). This empathy could also potentially benefit the cross pollination of disability awareness.

SCOPE, 2018

https://www.scope.org.uk/scope/media/files/campaigns/disability-perception-gap-report.pdf

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