Time for digital inclusion at scale

Subject matter knowledge  Disabilities  Accessibility  Anticipatory design  Digital accessibility barriers and content evaluation  Legal context and guidance frameworks  Digital skills  Pedagogical knowledge  Identifying classroom and curriculum opportunities  Pedagogical approaches Wider learning connections  Using and identifying suitable resources  Learner knowledge  Learner response  Learner capability  Wider school context  Logistics and capacity  Curriculum guidance  Knowledgeable others and collaboration  List of codes: Pupils in class Own experiences  Training SEND accommodations Accessible by design  Barrier identification  Checkers and ally tools Equality act Web regs Technical guidelines  Bitesize  General IT skills  Device settings  Content creation  Replace swap out Unit reframe Integration  App PSHE curriculum  Computing curriculum...

 Be as descriptive in your answers as possible  Questions: Subject matter knowledge  Pedagogical knowledge and experience Learner knowledge  Wider school context Support needs 1: Subject matter 1, What disability or assistive technology training do teachers get to be able to meet a diverse set of SEND needs? What is their current knowledge and how far does it extend? 1, What is the current knowledge and training related to UDL, the social model of disability and the Equality Act? 1, What knowledge do teachers have about assistive technologies such as switches, speech navigation, mouse alternatives? 1, Assistive technologies can support SEND learners, but what do teachers know about making learning materials more accessible? Who might have this knowledge in schools? 1, How would you describe teachers general IT and digital skills? 1, How would you describe teachers current skills related to making content accessible e.g. SCULPT, would they know how to identify or crea...