ABSTRACT
At this point in time, most practitioners in higher education know that they should make e-learning accessible to students with disabilities. Very few practitioners however, know exactly how to make e-learning accessible. This is despite the fact that tens, if not hundreds of accessibility related ‘tools’ exist supposedly to assist practitioners in the development of accessible e-learning material. This situation is bemusing many accessibility experts and advocates. Despite the presence of a multitude of tools, why do practitioners appear to some to be waiting for the magic fairy to miraculously transform all e-learning material with one wave of her magic wand? The purpose of this book is to seek to answer this question by addressing accessibility from a practitioner’s perspective. The focus of this book therefore is on accessible e-learning practice and not on the products of this practice.
