ABSTRACT
Chapters 11 and 12 attempted to develop our understanding of how rules and tools mediate the development of individual and institutional accessible e-learning practices. In this chapter a framework will be sought to enhance our understanding of how goals (objectives, motivations) influence the development of accessible e-learning practice, particularly the practice of communities. In the field of accessibility and e-learning, the concept of ‘community’ is used frequently (see Table 13.1). It is used to refer to both the users and providers of online material, as well as the context in which that material is delivered. Whilst the membership, nature and contexts of the communities identified may differ, it is acknowledged that some of these communities may combine to form a larger ‘accessibility community’. For example, Regan (2004b) talks of an accessibility community that consists of different subject experts (e.g. designers and accessibility advocates) each of whom has different and often conflicting perspectives on accessibility. There is also some consensus that the different communities need to work together in some way in order to develop and progress their practice. For example, Coombs (2002) talks about the need for a ‘network’ of technical and nontechnical faculty and staff to provide support for accessible e-learning. While Jeffels and Marston (2003) argue that:
For accessibility to really progress, technologists, software developers, hardware manufacturers as well as those developing and using online learning materials have to talk to each other discuss and understand each other’s problems. Those at the forefront of developing accessibility guidelines and accessible materials for use in education are the ones who can help to make it all happen.
