Time for digital inclusion at scale

 Technology is always changing and the curriculum needs to keep up (ref) e.g. AI. Colour contrast is a simple concept- WEBAIM reference https://creative-boost.com/the-biggest-accessibility-mistake/ Survey questions on ‘are you an upper KS2 teacher (year 5 or 6) - branching - we don’t need you/ carry on with the questions  Descriptive statistics because the post intervention data collection is interviews - the pre-test helps to inform the reflective questions It’s not needed, it’s just for a minority of people (response) Go through the learning objectives with examples of activities  Awareness of disability and accessibility- types of disability- perm, temp and sit Barrier demonstrations - users with disabilities and videos  Empathy- experiencing it for themselves  Legal - laws and guidelines- checking against WCAG  Digital skills teaching 

(Brookes et al, 2024) Foundational training consisted of guidance for closed captions, alt text, accessible documents and readability (Brookes et al, 2024) (Burgstahler, 2024) Burgstahler (2024) combined the 7 principles of universal design, the 4 POUR principles from WCAG and the 3 principles of UDL to underpin Universal Design for Education (UDE). UDE is a framework to guide exemplary practices and processes for education. One element of this was 20 tips for technology (Burgstahler, 2024). P.122 drafted a list of the main accessibility challenges reported by students. She encouraged users to share suggestions for a top 20 list to help instructors get started to make digital components of teaching and learning more accessible. Of the 20 there are 9 tips to apply to the creation of course materials. The other tips were pedagogical approaches (Burgstahler, 2024). EMAIL HER 2022 paper that launched this. (Nash et el, 2024) Most common issues in content were mainly in documents e.g. alt t...

Researcher position Professionally I work as Digital Accessibility Lead at WCC. My background interest in the topic of digital accessibility is framed by growing up with my sister who has a hearing impairment, being a mother to an autistic child and working closely with a former colleague who was blind. Professionally, I am the creator of a nationally recognised model for digital accessibility awareness and skills called SCULPT for Accessibility (Wilson, 2020; GCS, 2021; DWP, nd). As part of that work I have led the training on digital accessibility at WCC, as well as delivered webinars and workshops at a national level for organisations such as Government Digital Service and Westminster Insights. I also sit as a board member for UKAAF (UK Association of Accessible Formats) who are the leading body in the UK for braille and large print standards, and I am qualified as a Certified Professional in Accessibility Core Competencies (CPACC) through the International Association of Accessibil...

Due to limitations in the literature there is no current data to benchmark the current knowledge of KS2 teachers to inform the appropriate planning of an educational intervention.  Information that is available refers to teachers in higher education (ref), the knowledge of developers in the workplace (ref) or that of students in the higher education or college classroom (ref). To be able to conduct the qualitative part of this study in an informed way, this research will first seek to gain data from the sample population on their current awareness of digital accessibility.  From application   The existing literature does not yet provide baseline information regarding the existing digital accessibility  knowledge and awareness of teachers at KS2. Therefore, this study needs a simple mechanism to sample this  population to gain some baseline predictors, indicators or distinguish any key characteristics prior to the  starting the qualitative study (Creswell an...

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The context and social model situation- our inaccessible digital society. The legal backdrop. The lack of educational input  The argument for education earlier and in primary. Align to other topics for social responsibility- and citizenship and age range perfect. The need for embedded education for longer term impact- a framework that follows through. Keeping it simple- low hanging fruit- support from Microsoft is significant- using perm, temp, sit. It’s for everyone and everyone’s responsibility. Currently learning objectives in other contexts - list the popular ones. And that interventions are effective in raising awareness  Frameworks that are popular for foundational principles- SLIDE, THRIVE, SCULPT.  Basic resources to pick up and run with- current barrier is teacher knowledge and lack of resources to support them. Bitesize. Popularity of SCULPT- GCS, DWP, AbilityNet - reference making accessibility accessible (Wilson, 2020) and the preconceptions of complexity- a ...

  Faculty knowledge argument intro: Industry demand for software developers with knowledge of accessibility has increased substantially in recent years. However, there is little knowledge about the prevalence of higher education teaching about accessibility or faculty’s perceived barriers to teaching accessibility. To address this gap, we surveyed 14,176 computing and information science faculty in the United States. (Shinohara et al, 2018). Faculty findings:  Faculty that teaches accessibility are twice as likely to be female, to have expertise in HCI and software engineering, and to know people with disabilities. The most critical barriers to teaching accessibility that faculty reported were the absence of clear and discipline-specific accessibility learning objectives and the lack of faculty knowledge about accessibility. Faculty desired resources that were specific to the areas of computing in which they teach rather than general accessibility resources and guidelines. (Sh...

  ARGUMEMT FOR EDUC:   One step toward removing challenges and barriers to a more accessible and inclusive society is to increase awareness and knowledge around accessibility. (Weeden, 2023). Unnecessary barriers exclude individuals from fully participating in daily life, whether in the digital realm or physical spaces and products. By increasing awareness and knowledge of accessibility, we can take steps toward removing these barriers toward creating a more accessible and inclusive society for all. (Weeden, 2023). WHY NEEDS TEACHING:  Students need to learn about accessibility not only to affect the design and development of their creations but to also influence the world in which they live. (Weeden, 2023). WHY NEEDS TEACHING:  By learning about accessibility, students can ensure that their creations are accessible, as well as be able to advocate for inclusive practices. It can also help students understand and appreciate challenges faced by individuals with disabil...

  Infusing Accessibility into Programming Courses (Jai et al, 2021). https://dl.acm.org/doi/pdf/10.1145/3411763.3451625?casa_token=YuOtkHadJesAAAAA:SdVEuWSI9KWtRl1bJU7TD4IprLsjhMNIocIxbeCUTCnY-dVwghg1s4QK5ekcOSKRQ6BrFNBoX8GB0A Within computing education, accessibility topics are usually taught in Human Computer Interaction and Web Design courses (Jia et al, 2012). Both assignments cover accessibility in addition to the primary computing topic taught. conducting surveys and interviews to understand the impact of the assignments on students’ learning of accessibility and computing. Our findings show this approach has potential to satisfy accessibility and programming learning objectives without overwhelming the students. Accessibility awareness in the technology industry has increased considerably over the years, along with a demand for computing professionals equipped with knowledge and skills to build accessible products. This demand motivated attempts to incorporate accessibility ...