Terms used in accessibility discussions

These notes are part of a series for the book.

Seale, J. (2014) ‘Ch. 1, Opening up spaces for dialogue, critique, and imagination in accessibility research and practice’ in E-Learning and Disability in Higher Education: Accessibility research and practice, 2nd ed., New York, Routledge.

Outline

Introduction
Scoping the landscape
1. Higher education
2. Disability
3. E-learning
4. Assistive technologies
Accessibility
1. Stakeholders
Accessibility stakeholders and their practice
Voices and silences
1. Disabled students, voice and silence
2. Accessibility stakeholders, voice and silence
3. Accessibility mantras, voice and silence
4. Political voices in the academic accessibility community
Re-imagination
Conclusion

Notes

This first chapter sets out definitions of terms and the reasons behind her focus or arguments made in the book.

Definitions

There is nothing unusual about how she defines the terms:

Disability: Different from an impairment; she will use the phrase “disabled students”; she notes there are arguments that labels are stigmatizing, focus on what a person cannot do, and that there are debates about whether to say “student with a disability” or “disabled student”. This is a reference to the person-first language that is frequently used in the US; she is indicating that she will not be using person-first language in this case.
E-learning: Any technology that enhances learning, including software, hardware, multimedia, learning objects, etc.
Assistive technologies: These are under the e-learning umbrella for the purposes of this book, and can be further divided into seven groups as identified by JISC TechDis:
- Alternate interfaces
- Visualization tools
- Reading tools
- Recording tools
- Writing tools
- Planning tools
- Communication tools
- Note: For more detail, see Genres of assistive technologies
Accessibility: The flexibility built into the learning environment that supports the needs of all learners, and the availability of alternative resources and activities
Stakeholders: The students, people who teach and create learning material, the student support services, and managers

Model of accessible e-learning practice

This model shows drivers, stakeholders, their responses, and outcomes

(Seale, 2014, p. 12)

Change in focus from the first edition

She reviewed her first edition and current events that happened after its publication. She makes 3 observations about the activities from 2005 (first edition) – 2012 (second edition):

There’s not been much improvement in accessibility.
The voices of stakeholders are largely ignored in the studies and literature. There’s also an assumption that universal design and accessibility training will solve the problems.
The accessibility field is stagnating.

Katherine Hinchey