Time for digital inclusion at scale

  McEvoy, M., & Wills, T. (2020). Descriptive statistics for summarising data. BMC Research Notes, 13, Article 168.   https://doi.org/10.1186/s13104-020-05038-7 A concise and accessible resource that explains the role of descriptive statistics in summarising research data, and provides examples of how these methods support the interpretation of distributions, variability, and central tendencies. Weiss, M. J., & Maynard, R. A. (2022). Descriptive analysis in education: A guide for researchers. National Center for Education Evaluation and Regional Assistance (NCEE 2023-001). U.S. Department of Education, Institute of Education Sciences. Retrieved from:  https://ies.ed.gov/ncee/pubs/2023001/pdf/2023001.pdf A methodological guide detailing best practices for conducting and reporting descriptive analyses in educational research, particularly useful for researchers in mixed-methods or quantitative studies. Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., ...

 Overview of categories of disability and corresponding user accessibility needs most relevant to digital product design and implementation:  - Cognitive Disabilities: https://lnkd.in/ej7aE3Qm - Physical/Motor Disabilities: https://lnkd.in/eGVbQ8PJ - Visual Disabilities: https://lnkd.in/e9S6MtWf - Auditory Disabilities: https://lnkd.in/eM4-3a7A - Speech Disabilities: https://lnkd.in/eUftQGza - Chronic Illness: https://lnkd.in/e4gRyy8R Excerpted from What Every Engineer Should Know About Digital Accessibility—https://lnkd.in/eSYSbsKV

  https://www.gov.uk/government/publications/developing-a-competency-framework-for-effective-assistive-technology-training

 It’s like visiting with old friends, posting the accessibility personas from A Web for Everyone on the Know About Accessibility website. With gratitude to Whitney Quesenbery, Tom Biby, and Louis Rosenfeld for their role in bringing the personas to life. Sarah Horton LinkedIn post - Carol: Grandmother with macular degeneration https://lnkd.in/eqKPhpmU - Emily: Cerebral palsy, living independently https://lnkd.in/e_AWD2D5 - Jacob: Blind paralegal and a bit of a geek https://lnkd.in/eC9GaJ_Y - Lea: Editor, living with fatigue and pain https://lnkd.in/ekeqSgjZ - Maria: Bilingual community health worker https://lnkd.in/emQMJqh4 - Steven: Deaf graphic artist and ASL speaker https://lnkd.in/eD4QjdWn - Trevor: High school student with autism https://lnkd.in/eahZ-Aie - Vishnu: Engineer, global citizen with low vision https://lnkd.in/eZDPw7Fu

 Meryl LinkedIn post: Snippet- Wow. Wow. Wow. Captions continue leveling up! Of course, I'm biased as it's my No. 1 accessibility tool. But truly ... many folks use captions. Not just the deaf and hard of hearing. I've quoted the OfCom survey a million times. OK, maybe not that many. Anyway, it shows 80% of the people who use captions are not deaf or hard of hearing. I've also quoted Preply's "50% of Americans watch content with subtitles most of the time." Also, Netflix reported "80% of members use subtitles or closed captions at least once a month." Now, Netflix is leveling up with captions in the final season of "YOU"! They're introducing a new option: Captions that only show spoken dialogue.

  https://eprints.soton.ac.uk/455326/1/Motivation_Quick_Start_Guide.pdf Learners may begin learning about digital accessibility lacking motivation and interest. They may not have a personal connection  with disability. They may not see the benefits of accessible technology or be aware of the relevance to their field. Research has found that learners were not motivated ‘because they did not see accessibility as an essential skill in all  computing careers’ (Conn et al, 2020). https://dl.acm.org/doi/pdf/10.1145/3381911 Conn, P. et al (2020) Understanding the Motivations of Final-year Computing Undergraduates for Considering Accessibility. ACM Trans. Comput. Educ., 20(2):15. However, research on ethics emphasizes the importance of establishing cultural and professional norms as early as possible in an individual’s career [23, 29].  We conducted semi-structured interviews with 16 university students in the final year of their computing degree programs who had work experi...

  https://get-information-schools.service.gov.uk/    On the website, you can access a single spreadsheet that lists all academy trusts,  including all multi-academy trusts (MATs), along with their address and Unique Group  Identifier (UID) (MATs have a UID, whereas individual academies have a URN). This  spreadsheet also sets out all of the individual schools within each MAT, along with their  postcode, URN and DfE numbers. This spreadsheet (which can be filtered to just display  MATs) can be downloaded by following the steps below:  •  on the home page select the “Downloads” section at the top of the page,   •  then scroll down to the “Establishment Groups” datasets and the “All group data”  datasets underneath; and   •  select and download the ”SAT and MAT membership history” dataset.  Taken from:  FOI 2024 0031520.pdf The CSV has been sent to my uni email