An individual learner may experience digital inaccessibility in learning environments, activities, materials and assessments, all within their learning community.
This is a foundational text from the Disability Justice movement and a must read.
This book is a compendium of contemporary thinking and scholarship on the past, present and future digital practices in post-secondary education relative to learners with disabilities.
Is teaching care work? A pathway to social justice? This book isn’t specifically about either education or digital accessibility but it is a raw, evocative work that dives into lived experiences of care and support within (and without) the disability community. It’s relevance here is as a foundational text on Disability Justice.
This easy-to-digest podcast outlines things educators need to consider when thinking about what makes a learning environment or a pedagogical approach accessible in post-secondary.
This article is included here with my “points of contention” annotations to illustrate how the UDL framework and much UDL literature ignores digital accessibility and accessible social learning experiences, and how uncritical application of UDL principles to address the needs of disabled learners can inadvertently marginalize disabled learners in post-secondary.
This paper offers some examples of “why” and “how” educators could make digital accessibility improvements to their courses. By attempting to map WCAG 2.0, and the POUR framework to UDL–centred pedagogy, Gronseth made a unique contribution to the literature.
This article would be useful to educators beginning to grapple with the legacy of ablism within their courses and institutions. This critical piece of writing argues convincingly that reductionist approaches to accessibility, such as checklist tools, offer educators and institutions a false sense of accomplishment, and a simplistic understanding of learner needs.
Jung is adept at pointing out how academic accommodations fall short of delivering equitable learning experiences. This is one of the very few academic papers that looks at the experiences of learners with chronic illness in post-secondary.
Presentation assessments can make a lot of learners nervous. They be made more accessible to all learners when learners choose what ICT and presentation format will work best for them.
Not all learners are able to meaningfully engage with all forms of ICT. Educators can inadvertently create disabling assessment requirements by specifying novel ICT or putting limits on how a learner can operate an ICT.
This post looks briefly at the accessibility of Zotpress, then takes a step back to raise questions about the digital accessibility of common citation practices in academic publishing. (10 min)
