Hospital bed accessibility notes

To inform the design of an educational intervention, digital accessibility is specifically supported by legislation (ref) and a set of recognised guidelines (WCAG), however these are mainly specific to the discipline of website and apps design. Beyond website content, the guidelines do also offer the underpinning principles and specifications towards the creation of everyday content such as Word documents or presentations, as identified by (ref). This therefore acts as a natural established starting point to identify what principles and digital skills need to be covered in a curriculum intervention.

The WCAG guidelines and supporting information are freely available on the W3C website (refs) but there are criticisms that they are written for a web developer audience (ref) or assume a level of technical understanding to be able to apply them (ref). This is despite the fact that the more recent versions of WCAG 2.0 and beyond were developed to be easier to understand and apply (ref), however this is still directed at the web developer or designer audience as it refers directly to coding principles (ref). When testing their appropriateness for a beginners audience BLAH found that the guidelines were not easily understood by university web developer students …. And BLAH said. This is similarly echoed by others who used the WCAG guidelines as part of their studies (refs). Suggesting that more baseline set of guidance is needed at beginner level, however this does not yet appear to exist officially.

However, WCAG and the learning of digital skills principles makes up only one part of learning about digital accessibility. Lewthwaite and Sloan (2016) point out that learning about digital or web accessibility is multidisciplinary and should cover three core components of the conceptual understanding of disability, as this is the specific audience and needs accessibility relates to, procedural understanding such as how and when accessibility laws and guidelines should be applied in practice and BLAH CHECK, and finally the development of digital skills to be able to put accessibility into action.



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