Time for digital inclusion at scale

 Dis/Proff support toolkit - Proff dev/ped/wider infrastructure guidance and support- something to present to schools  Teachers/academy leads - using this toolkit how could that work and be implemented in practice Where schools and teachers are now How dis Proff could support future implementation and any gaps Present back to teachers/MAT leads a model to refine Coproduction of knowledge and input between teachers, diss and Proff  Discussion: Implications of findings - where school teachers are now and the potential for inclusion on the curriculum- answer research sub question part a Support needs of teachers part b - and findings to take forward to stakeholder focus groups  What would Proff/dis like kids to know - how might that impact their lived experience- how might it impact future industry practices. Findings table for final FGs: colour code Literature rev findings / Teacher knowledge /curriculum ideas / support needs / stakeholders proposed supporting input/ P...

 The preliminary teacher questionnaire identified that subject matter knowledge maybe lacking, therefore an e-learning package was developed to underpin basic awareness and understanding of the core components of DA awareness as identified in the literature review. The e-learning provided knowledge in relation to ENABLED. In addition, as the questionnaire exposed most UKS2 teachers lacked any classroom teaching experience related to DA, focus group discussion topics were scaffolded by the use of the core matrix, a means for teachers to identify pedagogical content knowledge in relation to teaching the subject matter of DA. Transcripts and notes made on the matrix document during discussions have been used to draw up matrix profiles for each school (Appendix 1-3) and then combined to illustrate the collective findings of the teacher focus groups: Matrix table. Taking each aspect of PCKg the findings of the initial teacher focus groups are now presented in turn. The chapter will then...

  AI and Accessibility: abdicating engagement? | UNESCO   Bennett, A (2025) AI and Accessibility: abdicating engagement? UNESCO. Online at:  https://www.unesco.org/en/articles/ai-and-accessibility-abdicating-engagement  (Accessed 03 September 2026)   Further, “digital accessibility” refers to the principles and processes of making digital content that disabled users can fully engage with. That is, ensuring that both the digital output can be accessed by those using assistive technologies (such as screen reader software) and the content itself, (such as image description, transcripts and captions) are functional and readily available to all users.    Accessibility by design is always easier than a retrofit, whether addressing physical or digital accessibility.    Adopting Universal design principles is a far more inclusive approach than addressing contextual requirements as an afterthought. For example, the Web Accessibility Initiative ( WAI )...