ABSTRACT
Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated. This second edition has been fully updated and includes a focus on research that seeks to give 'voice' to disabled students in a way that provides an indispensible insight into their relationship with technologies and the institutions in which they study.
Examining the social, educational, and political background behind making online learning accessible in higher and further education, E-Learning and Disability in Higher Education considers the roles and perspectives of the key stake-holders involved in e-learning: lecturers, professors, instructional designers, learning technologists, student support services, staff developers, and senior managers and administrators.
TABLE OF CONTENTS
part |74 pages
Contextualising the Scene
chapter |13 pages
Being a Disabled Student in Higher Education
chapter |22 pages
Drivers for Change in Higher Education Accessibility Practice
chapter |19 pages
The Stakeholders of Accessibility Practice
part |57 pages
Surveying the Scene: Making Sense of Practice
chapter |15 pages
Guiding Accessibility Practice
chapter |29 pages
Evaluating Accessibility Practice
chapter |11 pages
Conceptualising Accessibility Practice
part |56 pages
Critiquing the Scene: Making Sense of Voices and Silences
chapter |18 pages
Mediated Voices
chapter |11 pages
Missing Voices
chapter |15 pages
Critical Silences Surrounding Universal Design
part |44 pages
Re-imagining the Scene: Voicing the Future for Accessibility Research and Practice