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)
