Lazar to save

 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691011973146&u=%23p%3DZSm4tiCJHGcJ

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012050340&u=%23p%3DwjLG0tCS7dUJ

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012081079&u=%23p%3DhapdcOoDwSMJ

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012108391&u=%23p%3Db3FKn-GSwyoJ

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012169788&u=%23p%3D_cGVvvSSYwAJ

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012211714&u=%23p%3DHjduPKE2NYsJ

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012239675&u=%23p%3DKFh6BVG5DlIJ

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012267370&u=%23p%3DWZ5TTUK5h1sJ

https://scholar.google.com/scholar?start=10&q=lazar+accessibility&hl=en&as_sdt=0,5#d=gs_qabs&t=1691012310838&u=%23p%3DiSHXJ_4pyyAJ

https://scholar.google.com/scholar?start=10&q=lazar+accessibility&hl=en&as_sdt=0,5#d=gs_qabs&t=1691012357094&u=%23p%3DblxW9-adZiAJ

https://scholar.google.com/scholar?start=20&q=lazar+accessibility&hl=en&as_sdt=0,5#d=gs_qabs&t=1691012505952&u=%23p%3Dqo5ZsjWEHzQJ

Curriculum paper:

https://scholar.google.com/scholar?start=20&q=lazar+accessibility&hl=en&as_sdt=0,5#d=gs_qabs&t=1691012448431&u=%23p%3DbwZjZeLNhGQJ

Book

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=lazar+accessibility&oq=lazar+acc#d=gs_qabs&t=1691012851573&u=%23p%3DkVQp_IjOWpwJ

Find papers on learning skills later in life - not as easy/ different part of the brain 



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Lit review sequence

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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...
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