Time for digital inclusion at scale

  From an Authentic learning perspective much of what has been done in industry seems to relate to meeting the technical specification of WCAG as a checklist for compliance rather than the human aspect of user needs. Technical skills are clearly important, but so is the balance of understanding user needs. WCAG and the web regulations steers the assumptions that digital accessibility it best left to web and technical professionals rather than something wider society can contribute to, and it also appears to be seen or adopted as a fix model rather than a process of inclusive design. For education this poses a problem of little tangible evidence or examples to draw from for a curriculum about every day good practices. However it does suggest that where most issues that are being missed they are basic and there is a lack of user research and testing, a shift is needed to steer this back to applying every day application of digital accessibility principles and the concept of inclusive...

BOOK: Goldsmith, S., 2012.  Designing for the disabled: the new paradigm . Routledge   Selwyn Goldsmith's Designing for the Disabled has, since it was first published in 1963, been a bible for practising architects around the world. Now, as a new book with a radical new vision, comes his Designing for the Disabled: The New Paradigm. Goldsmith's new paradigm is based on the concept of architectural disability. As a version of the social model of disability, it is not exclusively the property of physically disabled people. Others who are afflicted by it include women, since men customarily get proportionately four times as many amenities in public toilets as women - and women have to queue where men do not - and those with infants in pushchairs, because normal WC facilities are invariably too small to get a pushchair and infant into. To counter architectural disability, Goldsmith's line is that the axiom for legislation action has to be 'access for everyone' - it shou...

  https://youtu.be/rE0eI0BdkiA?si=l_tw3QmtBbwF2zvW

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  https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=critical+disability+theory&oq=disability+#d=gs_qabs&t=1695560650399&u=%23p%3DbkabvhHUY7kJ https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=critical+disability+theory&oq=disability+#d=gs_qabs&t=1695560729347&u=%23p%3DTV9i-JwhaQkJ https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=critical+disability+theory&oq=disability+#d=gs_qabs&t=1695560797224&u=%23p%3DnHTI8lfYOSYJ https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=critical+disability+theory&oq=disability+#d=gs_qabs&t=1695560836919&u=%23p%3DVnrJoQo36QQJ https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=disability+socially+constructed&oq=disability+socially+con#d=gs_qabs&t=1695560910292&u=%23p%3DzjnEpRvC1U8J https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=disability+socially+constructed&oq=disability+socially+con#d=gs_qabs&t=1695...

  Why education design based research   Why pedagogical framework - why is this important? Pedagogical framework Not been done or taught before so appropriate activities will be identified from higher Ed contexts and adapted for key stage 2 beginners level. The main objective of the first iteration will identify and plan how this could work at ks2 and after testing it out what would need to be reviewed and adjusted to work more effectively at that new level of learner. Primarily reflections from the teacher/researcher/observer perspective - team teach. *Construction of knowledge between researcher and teacher - what can work at key stage 2? The second iteration would be a more refined set of activities appropriate for key stage 2 and it would be more about the learner feeding back to the research in terms of the activities and their learning - learning as enacted - did this work better, what are the learners taking from the activities - what could make the ‘activities’ more ef...

  https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=cda4e6e2e7b7941d3de5eaf1036cf61bc62b123e