TO ADD: Putnam et al 2015

 In top level findings from the discussion in relation to learning resources and activities Putnam et al (2015) identified that a common approach to teach accessibility was to facilitate direct interaction with people with disabilities, with one participant summarising this impetus by saying ‘I believe its really critical for people to get some first hand exposure, some interaction with people with disabilities. I think accessibility is a subject that is difficult to appreciate from a book-learning point of view. And not just it can be hard to understand, but it’s easy to misunderstand’ (p.334)

Another said ‘I think if it’s just a lecture alone on the topic I think sometimes it’s hard to really help students gain empathy and understanding’ (p. 334)

To help build empathy another common approach is to simulate disabilities to help build empathy. The most commonly discussed was empathy related projects involving people with disabilities in a group by adopting a user-centred or collaborative approach for diversity.

Frustration around the lack of awareness and how few students were exposed to accessibility.

Unsuccessful approaches that were commonly mentioned were how difficult it was to engage learners in the legal and specifications related to accessibility, one participant stated ‘I found that if I teach students the rules and the laws for accessibility that they fall asleep and still do a terrible job on their project, so I have shifted towards trying to build empathy (p.334).

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