This is a highly cited paper that offers some historical perspective (2010) and provides an overview of web accessibility issues at universities. It includes illustrative tables.
This article prompts educators to look critically at how ableism has been designed into technology and how it colours our assumptions about what we expect of technology.
This article offers an approachable, theoretically situated entry point for transformative research methods.
Web accessibility’s definition has evolved once, and we need it to evolve again. This post looks at the roots of digital accessibility and where a transformative digital accessibility could take us.
Hooks notion of engaged pedagogy builds on critical pedagogy of the oppressed theories by expressly discussing the politics of engaging with the non-normative bodies in the classroom. She she also talks about the radial notion of “well being” in the classroom. This text offers educators pedagogical pathways toward anti-racist and anti-oppressive learning environments.
Entry points for educators to reflect on digital skills, choices, actions and beliefs that affect the accessibility of our digital practices in teaching.
Digital accessibility literacy skills are built upon W3C WAI strategies to include writing, production, work-checking, reading and curating skills.
I am a researcher with disabilities. Sometimes I am a disabled researcher. Sometimes I am an enabled researcher.(4 min)
In a special disability-focused issue of the journal, multiple theories and perspectives on accessibility in teaching and learning, and in the workplace, are explored. Oswal’s introduction offers a concise summary of the articles, grounding them in the historical, political and contemporary thinking on disability.
Educators like seeing theory and practical strategies come together. This theory-building paper offers many practical steps educators can take to make their courses more accessible to learners with and without disabilities.
This report, commissioned by the Federal government, offers both an analysis of the current landscape and detailed recommendations for pathways to improve educational experiences and outcomes for learners with disabilities.
What makes reading with text-to-speech technology a distinctly different reading experience? And how can you support it? (2 min read, 3 min video)
Educators assume a learner who needs help finding a book can just ask the library. But getting help isn’t always that straightforward. (3 min read + Unhiding Some of the Extra Work Artifact)
These experiences have been curated to offer diverse glimpses into how learners with disabilities experience inaccessibility in education. (10 min)
This brief paper offers insights into the lived experience of 10 learners from an Ontario university who self-identify as having “invisible” disabilities.
