Ass 2 notes and Pre-methodology chapter

What is the teaching context - why KS2

Why experienced teachers rather than ITT

Using a MAT - one or multiple - participant recruitment 

Using 3 schools - why 3 - diverse locations - ideally one MAT

The social model of disability (Oliver, 1983), the reasonable adjustments element of the Equality Act 2010 (ref) and the related web accessibility regulations (ref) frame this research. The social model of disability says that ….. this research views this from the lens of our digital by default (ref) society. 

Preventing these barriers are the reasonable adjustments, with some basic principles of digital accessibility being described as simple or take minutes to learn (ref) or something people can do even with only basic IT skills (ref), making this an achievable way that everyone can contribute to making our digital society inclusive as a shared endeavour (Lewthwaite). And reasonable adjustments everyone could take.

Some very simple adjustments such as descriptive hyperlinks (ref) or making sure videos have captions (ref) can help to prevent significant barriers for those with disabilities.  

Scale of inaccessible digital content means those with disabilities are being excluded - digital transformation not slowing down - but addressing digital accessibility not making progress there needs to be a scalable way to address this and educate people on how to be inclusive.

Positioned upon the argument that most people across society including young people regularly create some form of digital content in their everyday lives, such as in education, in the workplace and socially online, therefore we should all be educated to prevent barriers in the digital content we create and share.

There are some basic things every can do - yet these are not yet prevalent in mainstream knowledge and practice.

We have our future generation growing up not being educated on how to be inclusive in our ever evolving digital world.

Digital by default- inclusive by default- currently this knowledge is typically learned later as adults within the workplace or HE - yet begin to create digital content from as early as in school 

It is taught but…

One significant challenge for the subject of digital accessibility awareness to be taught is the lack of teacher knowledge, lack of learning resources, textbooks or pedagogical support.

Empathy is a vital attribute to understanding the principles of digital accessibility (age 7-11).

https://www.sciencedirect.com/science/article/pii/S0970389617301131

https://books.google.com/books/about/Ensuring_Digital_Accessibility_through_P.html?id=YepDBAAAQBAJ

https://www.tandfonline.com/doi/full/10.1080/10400435.2021.1945705

https://books.google.com/books/about/Inclusive_Design_for_a_Digital_World.html?id=vtzFDwAAQBAJ

https://www.tandfonline.com/doi/full/10.1080/13603116.2021.1937344

https://dl.acm.org/doi/abs/10.1145/3308561.3353795?casa_token=aeUEOs5Gk0IAAAAA:qbp1dpjek1AYHFX2YlYUgSPeuu0KcQP_UM9vGx9YgCfiQz5aNVfVPb7WltQwF0o9W-0-BHqRF58hGFs

NEW LEWTHWAITE 

https://dl.acm.org/doi/pdf/10.1145/3649508


http://129.217.131.68:8080/bitstream/2003/40372/1/SI%209%283%29%20-%20Digital%20Teaching%2c%20Inclusion%20and%20Students%27%20Needs%20Student%20Perspectives%20on%20Participation%20and%20Access%20in%20Higher%20Education.pdf

Draw conclusions about teachers as researchers and reflective accounts - action research or case study used in many studies from the teachers perspective in their practice.

Draw conclusions about primary teachers not having the know and the need for knowledgeable other role and researcher involvement. UDL lack of so this would need to consider teachers as new to the topic of digital accessibility and potentially some concepts from universal design for learning.

The research would potentially act as a means of professional development, not just for the research but for establishing their own practices around UDL.

Teachers need professional development, there’s a gap in digital accessibility awareness, low confidence and pedagogical support so a methodology would need to include an aspect of teacher development in the primary school context. Teachers would also need a model to facilitate the experience of teaching and refining the intervention.  

The implications of findings means the researcher as subject expert would need to be positioned in the research, potentially in different roles as the study progresses. Reflexive research methodology and data analysis. Being reflexive needs to be considered at all stages of the research, different to reflective.

It also indicates the need to do a pre-assessment of their current knowledge.


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