Exploring pedagogical culture for accessibility education in Computing Science
Exploring pedagogical culture for accessibility education in Computing Science
This paper identifies some of the challenges of teaching and learning accessibility through the lens of pedagogy (which deals with the theory and practice of education). We argue that accessibility education in computing science presents a set of unique and challenging characteristics for those engaged in accessibility capacity building. Significant moves are being made to embed accessibility within academic curricula and professional domains. However, through a qualitative thematic review of the accessibility pedagogic literature, we find that the field lacks the pedagogic culture necessary to support widespread excellence in teaching and learning. Nonetheless, our review identifies aspects of this small but important literature that indicate how a pedagogic culture for accessibility can be stimulated through research, debate and discussion, to promote a more pedagogically-grounded approach to the field as a whole.
web accessibility, pedagogy, disabled people, teaching and learning, social inclusion, guidelines, user experience
Lewthwaite, Sarah
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Sloan, David
89fc419b-5c27-4d25-84f9-5f1a37787922
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Sloan, David
89fc419b-5c27-4d25-84f9-5f1a37787922
Lewthwaite, Sarah and Sloan, David
(2016)
Exploring pedagogical culture for accessibility education in Computing Science.
Proceedings of the 13th International Cross-Disciplinary Conference on Web Accessibility.
4 pp
.
(In Press)
(doi:10.1145/2899475.2899490).
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper identifies some of the challenges of teaching and learning accessibility through the lens of pedagogy (which deals with the theory and practice of education). We argue that accessibility education in computing science presents a set of unique and challenging characteristics for those engaged in accessibility capacity building. Significant moves are being made to embed accessibility within academic curricula and professional domains. However, through a qualitative thematic review of the accessibility pedagogic literature, we find that the field lacks the pedagogic culture necessary to support widespread excellence in teaching and learning. Nonetheless, our review identifies aspects of this small but important literature that indicate how a pedagogic culture for accessibility can be stimulated through research, debate and discussion, to promote a more pedagogically-grounded approach to the field as a whole.
Text
Bibliography of Research on Teaching Accessibility.docx
- Other
Text
Lewthwaite-Sloan-w4a2016-camera-ready.pdf
- Accepted Manuscript
More information
Accepted/In Press date: 23 February 2016
Venue - Dates:
Proceedings of the 13th International Cross-Disciplinary Conference on Web Accessibility, 2016-02-23
Keywords:
web accessibility, pedagogy, disabled people, teaching and learning, social inclusion, guidelines, user experience
Organisations:
Electronics & Computer Science
Identifiers
Local EPrints ID: 388799
URI: http://eprints.soton.ac.uk/id/eprint/388799
PURE UUID: 63a9eb54-eba8-420e-8337-264ea66b4ea3
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Date deposited: 04 Mar 2016 10:06
Last modified: 15 Mar 2024 03:51
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Contributors
Author:
David Sloan
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