Supporting the development of e-learning accessibility practices: new and emergent roles for staff developers
Year: 2003
Type: conference-paper
Abstract: In the United Kingdom, The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, but the particular aspects that are relevant to the work of learning technologists include e-learning, distance learning, examinations, libraries and computer facilities. This paper will explore learning technologists response to this legislation and their attempts to develop a clearly defined “e-learning accessibility practice. These attempts have involved adapting or re-framing generic accessibility tools and guidelines for more specific practices and involving disabled students or their advocates in the design of electronic material. The implications of these issues for the role of staff developers in supporting and encouraging the development of new “accessibility” practices will be discussed.
Author: Jane Seale
Institution: University of Southampton
Language: English
Subfield: Human Factors and Ergonomics
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W108708197