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Exploring pedagogical culture for accessibility education in Computing Science

Record type: Conference or Workshop Item (Paper)

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.

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Citation

Lewthwaite, Sarah and Sloan, David (2016) Exploring pedagogical culture for accessibility education in Computing Science At Proceedings of the 13th International Cross-Disciplinary Conference on Web Accessibility. 4 pp. (doi:10.1145/2899475.2899490).

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
ORCID for Sarah Lewthwaite: ORCID iD orcid.org/0000-0003-4480-3705

Catalogue record

Date deposited: 04 Mar 2016 10:06
Last modified: 17 Jul 2017 19:35

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Contributors

Author: David Sloan

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