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CanDARE (Digital Accessibility Research in Education)

CanDARE (Digital Accessibility Research in Education)

Where digital accessibility isn't pass/fail. It's praxis.

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  • CanDARE
  • About
  • PraxisExpand
    • Praxis Provocations
    • Transformative Digital Accessibility Praxis
    • Unhiding Ableism
  • Learning from LearnersExpand
    • Learner Experiences
    • Learners Take on Tech
  • Post-Secondary LibraryExpand
    • Disability Justice, Digital Justice and Ethics
    • Digital Accessibility in Praxis
    • Book Club
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CANDARE (Digital Accessibility Research in Education) logo.
CanDARE (Digital Accessibility Research in Education)
Where digital accessibility isn't pass/fail. It's praxis.

Digital accessibility and inclusion are not tech issues for disabled learners.

It’s time we look at digital inaccessibility and digital marginalization in education as chronic symptoms of systemic ableism and unexamined oppression in the Academy.

We can work transformatively toward improved learning experiences and inclusive digital knowledge sharing communities.

Eyeglasses, notebook and laptop on an unmade bed
Red game pieces grouped with one isolated black piece symbolizing one piece has a different experience from the rest.
The black game piece off to the side is finding the experience shared by the red game pieces inaccessible. Something blocks its access and agency to participate equitably, or at all.

What is digital accessibility?

Looked at through a Disability Justice lens, digital accessibility is a dynamic sociocultural phenomenon that occurs when people with disabilities, and those using assistive technologies, can equitably and agentively: find, understand, navigate, engage in, and contribute to information sharing, information production, and sociocultural experience sharing in digital environments with others.

Digital learning materials, learning environments, activities, assessments, learning technologies, even our digital practices and policies can be thoughtfully designed toward digital accessibility. Or, they can create digital accessibility barriers, marginalize learners with disabilities, even cause physical pain.

Processing new connections.

CanDARE research aims to try out and utilize multiple lenses to play with and provoke new understandings.

Here, contemporary, global research, sits with quiet, contemplative, sensorial experiences in hopes of uncovering liberatory digital practices in post-secondary education.

equipment for examining vision

Main Pages

vibrant colours appear to move and swirl together

Praxis

The CanDARE Praxis Project takes a less didactic and more evocative approach to understanding digital accessibility in post-secondary praxis.
Two students of colour. One reads on computer one reads a print textbook.

Post-Secondary Library

What began as an annotated bibliography crip-hack is now an OPEN reference library for digital accessibility in education literature.
someone using American Sign Language with someone on a video call

Learning from Learners

A first step toward designing digitally accessible learning experiences is listening to, and deeply reflecting on, learners experiences and insights.
hands of a woman of colour typing on a laptop

Latest

Posts are regularly added to the Praxis, Learning from Learners and Library sections of the CanDARE site. See the latest here.

Land Acknowledgment

First a note for people reading with a screen reader or text-to-speech technology: the land acknowledgement text you are about to hear uses two words from two Indigenous languages. Unfortunately, the words may come across as unintelligible because the fonts and keyboards used to author the languages have not been integrated into all assistive technologies and therefore can't yet be accurately interpreted and voiced by your technology.

People who read by sight will see the Indigenous spelling of the words, followed by an Anglicized phonetic spelling of those words, which may also be unintelligible to you. We have yet to develop conventions to offer you a culturally educative reading/voicing of words written in Indigenous languages. I see you and I'm sorry you have to wait for society to attend to, and agree on, ways to include you in linguistic decolonizing practices. For now, I've put buttons with sound clips of the Indigenous words at the end of the acknowledgement. Play the sound clips to hear the words spoken by language speakers.

I live, work and imagine on lands that have historically been stewarded by the Lək̓ʷəŋən (pronounced L-kwun-en) speaking peoples, now known as Victoria, BC. I am drawn to the shores stewarded by the W̱SÁNEĆ (pronounced Wh-say-nech) peoples. I am an uninvited settler. These lands and all the beings here inform my experiences of learning, sharing knowledge and being in community with others.

Play: Le kwun enPlay: Wh say nech

Pronunciations by niltuo.ca.

This research is supported by the BCcampus Research Fellows Program.

This program provides B.C. post-secondary educators and students with funding to conduct small-scale research on teaching and learning, as well as explore evidence-based teaching practices that focus on student success and learning.

The BCCampus logo with a a tagline: Learning. Doing. Leading.

© 2025 CanDARE (Digital Accessibility Research in Education)
Site supported by Pink Sheep Media.

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  • CanDARE
  • About
  • Praxis
    • Praxis Provocations
    • Transformative Digital Accessibility Praxis
    • Unhiding Ableism
  • Learning from Learners
    • Learner Experiences
    • Learners Take on Tech
  • Post-Secondary Library
    • Disability Justice, Digital Justice and Ethics
    • Digital Accessibility in Praxis
    • Book Club
    • Accommodations, Services and Policies
  • Latest
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