Web accessibility’s definition has evolved Our current understandings of digital accessibility are shaped by the World Wide Web Consortium’s (W3C) Web Accessibility Initiative‘s evolving definition of web accessibility, which currently reads, This basic definition has been used as a frame of reference for web accessibility work for 20 plus years. It’s the basis for the…
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.
This study indicates few educators broach the subject on the first day of class when they review syllabi, policy and other course-structuring topics. It also contrasts a relational and inclusive approach with more typical transactional talk.
This study illustrates assessment practices that can disable learners. Quotes from learners foreground their concerns with, and realities of, utilizing extra time accommodations.
This case study makes a unique contribution by delving into the ethics of digital accessibility testing in post-secondary education. It offers a Disability Justice informed, disabled-learner-centred model for participation that could be replicated by researchers and those involved in the development, testing and procurement of educational technology in post-secondary.
