Q3 focus group chapter info

 This chapter presents the findings of the study, which explored how the learning components of digital accessibility awareness can be meaningfully integrated into the Upper Key Stage 2 (UKS2) curriculum, and what forms of support and resources teachers would require to implement such content effectively. Drawing on qualitative data gathered through focus groups with practicing UKS2 teachers, the study investigates both the pedagogical feasibility and the practical considerations involved in introducing digital accessibility concepts to learners aged 9–11. 

The decision to engage teachers as the primary participants was grounded in the recognition that educators play a central role in shaping curriculum delivery and adapting educational content to meet learners' developmental needs. Focus groups enabled a collaborative exploration of current teaching practices, perceived opportunities for curricular integration, and existing barriers to embedding digital accessibility awareness within the classroom. These discussions provided a rich, practice-informed perspective on the supports—both pedagogical and institutional—that teachers believe are necessary to deliver foundational accessibility education in meaningful, age-appropriate ways.

The findings are organized around three central themes that emerged from the focus group data: (1) conceptual entry points for integrating accessibility awareness into existing subjects and learning objectives; (2) the types of teaching resources, professional development, and guidance teachers deem essential; and (3) the challenges and enablers influencing the implementation of accessibility education at the UKS2 level. These themes are presented with illustrative excerpts from participant discussions, highlighting the voices of educators and their insights into both opportunities and limitations.

By centering the experiences and perspectives of teachers, this chapter aims to inform a grounded, context-sensitive understanding of how digital accessibility awareness can be embedded in UKS2 settings. The insights gained here not only answer the research question but also lay the groundwork for the practical recommendations that will be developed to inform the answering of the next research question in the next section.

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