Supporting the development of e-learning accessibility practices: new and emergent roles for staff developers


Seale, Jane K. (2003) Supporting the development of e-learning accessibility practices: new and emergent roles for staff developers. In, Crisp, G, Thiele, D, Scholten, I, Barker, S and Baron, J (eds.) Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Tertiary Education, Adelaide, 7-10 Dec 2003. Adelaide, Australia, ASCILITE, 458-464.

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Description/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.

Item Type: Book Section
ISBNs: 0975170201 (hardback)
Related URLs:
Keywords: disability, e-learning, accessibility, staff development
Subjects: L Education > L Education (General)
Divisions: University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning
ePrint ID: 6194
Date Deposited: 28 May 2004
Last Modified: 27 Mar 2014 18:00
URI: http://eprints.soton.ac.uk/id/eprint/6194

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