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.

This book examines the role played by technologies in removing the disadvantage experienced by students with disabilities in higher education. Addressing five key themes, the editor and contributors explore the practices required of stakeholders within higher education institutions to mediate successful and supportive relationships between disabled learners and their technologies. Ultimately, the book argues that practice in the fields of disability, ICT and higher education is still not providing consistent and widespread positive learning experiences to students with disabilities. In order to address this situation, the field needs to creatively integrate knowledge gained through both research and practice, and to re-imagine what is needed for ICT to meaningfully contribute to a reduction in disadvantage for disabled students. This book will be of interest and value to scholars of disability studies, education and accessibility, and educational technologies.

This book examines the role that technologies play in the lives of adults with learning disabilities. It analyses how design and support practices can be used to support access to technology in ways that can enhance opportunities and life experiences. Drawing on international literature and the author's own research, the book considers what we know about past and present practices of supporting adults with learning disabilities to use technologies. It outlines how support practices can offer opportunities to overcome digital inequalities, offering a framework of core beliefs and knowledge that can inform future initiatives. The book has a particular focus on technologies, policies, practitioner communities and the characteristics of support practice. It also highlights the potential of people with learning disabilities, the potential of technology and the potential of the environment to support technology use. This important book will be highly relevant reading for academics, researchers and post-graduate students in the field of special educational needs and disabilities, digital education and learning technologies, inclusive education and social work.

The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment.

Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by:

With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it.

Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues.

For the past five to ten years researchers have been developing tools and guidelines for developing accessible e-learning experiences for students with disabilities. Despite this, very few practitioners in higher education are confident that they know how to develop accessible e-learning experiences. This is prompting researchers to work with practitioners in order to develop meaningful approaches to addressing accessibility; ones that facilitate the development of a clear conceptualisation of why and how practice can be changed to meet the varied needs of students. This book describes these approaches and explores the extent to which they might challenge current thinking and understanding. Topics covered include: approaches to developing accessible multimedia and learning objects holistic approaches to developing accessible e-learning and blended learning experiences institutional and programme approaches to addressing accessibility issues. Exploration and discussion of these topics will challenge practitioners to reconceptualise their understanding of 'best practice' in relation to accessibility and e-learning and offer directions for future practice and development. This book was previously published as a special issue of Alt-J.

For the past five to ten years researchers have been developing tools and guidelines for developing accessible e-learning experiences for students with disabilities. Despite this, very few practitioners in higher education are confident that they know how to develop accessible e-learning experiences. This is prompting researchers to work with practitioners in order to develop meaningful approaches to addressing accessibility; ones that facilitate the development of a clear conceptualisation of why and how practice can be changed to meet the varied needs of students. This book describes these approaches and explores the extent to which they might challenge current thinking and understanding. Topics covered include: approaches to developing accessible multimedia and learning objects holistic approaches to developing accessible e-learning and blended learning experiences institutional and programme approaches to addressing accessibility issues. Exploration and discussion of these topics will challenge practitioners to reconceptualise their understanding of 'best practice' in relation to accessibility and e-learning and offer directions for future practice and development. This book was previously published as a special issue of Alt-J.

The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment.

Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by:

With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it.

Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues.

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.

This book examines the role played by technologies in removing the disadvantage experienced by students with disabilities in higher education. Addressing five key themes, the editor and contributors explore the practices required of stakeholders within higher education institutions to mediate successful and supportive relationships between disabled learners and their technologies. Ultimately, the book argues that practice in the fields of disability, ICT and higher education is still not providing consistent and widespread positive learning experiences to students with disabilities. In order to address this situation, the field needs to creatively integrate knowledge gained through both research and practice, and to re-imagine what is needed for ICT to meaningfully contribute to a reduction in disadvantage for disabled students. This book will be of interest and value to scholars of disability studies, education and accessibility, and educational technologies.