Improving Accessible Digital Practices in Higher Education: Challenges and New Practices for Inclusion

✍ Scribed by Jane Seale (editor)

• Publisher: Palgrave Pivot
• Year: 2020
• Tongue: English
• Leaves: 172
• Category: Library

✦ Synopsis

This book examines the role played by technologies in removing the disadvantage experienced by students with disabilities in higher education. Addressing five key themes, the editor and contributors explore the practices required of stakeholders within higher education institutions to mediate successful and supportive relationships between disabled learners and their technologies. Ultimately, the book argues that practice in the fields of disability, ICT and higher education is still not providing consistent and widespread positive learning experiences to students with disabilities. In order to address this situation, the field needs to creatively integrate knowledge gained through both research and practice, and to re-imagine what is needed for ICT to meaningfully contribute to a reduction in disadvantage for disabled students. This book will be of interest and value to scholars of disability studies, education and accessibility, and educational technologies.

✦ Table of Contents

Acknowledgments
Grants
Figures
Contents
Notes on Contributors
List of Figures
List of Tables
Chapter 1: Introduction
Contextualising the Scene
Definitions and Use of Terms
Accessibility Legislation
Conceptualising the Scene: Integrating Research and Practice
Conceptualising the Scene: A Thematic Overview
Effective Models and Frameworks
New Stakeholder Perspectives
New Designs
Effective Transition Practices
New Solutions
Conclusion
References
Chapter 2: Higher Education, Information and Communication Technologies and Students with Disabilities: An Overview of the Current Situation
Statistics Regarding the Success of Students with Disabilities in Higher Education
Higher Education and Information and Communication Technologies: Turn of the Century to Current Times
Specialized Assistive Technology
E-Learning and Classroom Use of ICTs
Blurring the Lines Between Adaptive and General Use ICTs
Higher Education and Information and Communication Technologies: The Next Wave
Mobile Technologies
Cloud Computing
The Internet of Things
Artificial Intelligence
Information and Communication Technologies and Students with Disabilities: The Good, the Bad, and the Really Problematic Practices
The Good
The Bad
The Really Problematic
Implications for Future Research and Practice
Stakeholder Knowledge of ICT
Design and Development Issues
Conclusion
References
Chapter 3: Accessibility Frameworks and Models: Exploring the Potential for a Paradigm Shift
Common Frameworks That Influence the Design of Accessibility Services
Universal Design: An Example of Combining Frameworks
Universal Design in Higher Education (UDHE): A Specific Application of UD
The Inclusive Campus Model: An Example of How a Framework Can Underpin a Model
Do We Need Something Other than (or in Addition to) Existing Frameworks and Associated Models in Order to Activate a Paradigm Shift Toward More Inclusive ICT and Practices?
The Holistic Model of Accessibility for e-Learning Applications
The VIVID (Vision Impaired Using Virtual IT Discovery) Model for e-Learning Applications
The Composite Practice Model for AT Service Delivery
A Staff Development Model
A Model of Accessibility Services
A Contextualized Model of Accessible e-Learning Practice
The EU4ALL Model
An Overview of the Characteristics and Potential of Accessibility Models Presented
Implications for Future Research and Practice
What Approaches to Implementing Accessibility Models and Frameworks Are Required?
How Can Research Help to Measure the Success of Any Paradigm Shift?
Conclusion
References
Chapter 4: New Perspectives on Stakeholders: Who Needs to Step Up to the Plate and How?
An Overarching Framework for Examining Stakeholders’ Roles
Getting Everyone on the Field: More Than One Player Needs to Hold the Ball
What Might Be Considered To Be Effective Practice in Engaging All the Relevant Stakeholders?
Identifying Everyone Who Needs To Be on the Field: Maintaining a Deep Bench
Targeting Key Stakeholders
Engaging Ignored Stakeholders
Bringing in New Stakeholders
Implications for Future Research and Practice
Creating New Practices
Developing a Game Plan for Institutional Change
Conclusion
References
Chapter 5: New Designs or New Practices? Multiple Perspectives on the ICT and Accessibility Conundrum
AT Is Essential
Even if Mainstream ICTs Are Made More Accessible, Some AT Will Be Required to Compensate for Inaccessible Environments
The Design of Mainstream Devices Needs To Be Improved
Ensuring Workflow Is Not Interrupted
Ensuring Mainstream Technologies Integrate Better with AT
Students with Disabilities Are Happy to Use Both Mainstream and Specialist ICTs
Implications for Research and Practice
Improving Design Issues Related to Specialist Technologies
Improving Design Issues Related to Mainstream Technologies
Conclusion
References
Chapter 6: New Practices: Promoting the Role of ICT in the Shared Space of Transition
What Makes a Successful Transition Program?
The Role of ICT in Successful Transition
International Examples of Transition Practice Involving ICT
Evidence-Based and Skills-Building Transition Programs: A US Case Study
Transition-Related Skills-Building Delivered Through ICT: A Canadian Case Study
Law-Based, Third-Party Support: A German Case Study
Providing Support for Different Transition Pathways: An Israeli Case Study
Implications for Future Research and Practice
Conclusions
References
Chapter 7: New Solutions, Future Possibilities
Opening Up Spaces for Imagination
Categories of ‘Futures Thinking’ and Their Application to the Field of ICT, Disability and Higher Education
Present Changes
Questioning
Possible Futures
Probable Futures
Preferable Futures
Can ‘Futures Thinking’ Resolve Tensions in the Field?
Conclusion
References
Index