Accessibility in Higher Education

What is Accessibility?

Definition of accessibility: A person with a disability can...acquire the same information, engage in the same interactions, enjoy the same services in an equally effective, equally integrated manner, with substantially equivalent ease of use...as a person without a disability.
(National Center on Accessible Educational Materials and licensed under a Creative Commons Attribution-ShareAlike 4.0 International License)

“The University of Virginia values disability within the spectrum of human diversity and is committed to a living, learning, and work environment where individuals with disabilities can be their full selves and thrive. The University recognizes that ensuring equal access to educational, employment, and all other opportunities is a shared responsibility that demands our continuous identification and removal of physical, technological, and attitudinal barriers.”

→ Before viewing the video, what are some barriers to learning in higher education that prevent students with disabilities from achieving their highest potential?

 

Video: Intro to Accessibility [10:37 minutes]

(National Center on Accessible Educational Materials and licensed under a Creative Commons Attribution-ShareAlike 4.0 International License)

Another understanding of accessibility comes from the IDRC (Inclusive Design Research Centre), which reframes disability within the design context. Rather than a personal characteristic or a binary state (disabled vs. non-disabled), disability is framed as: a mismatch between the needs of the individual and the design of the product, system or service. With this framing, disability can be experienced by anyone excluded by the design. For example, when listening to an audio-only lecture the student who is blind is less disabled than the student who has not read the background material, the student who is less fluent with the language, or the student who has been up all night. An audio lecture is designed for a student who has the contextual knowledge, understands the language well, and can fully attend. With this framing anyone can potentially benefit from inclusive design.

Accessibility is therefore the ability of the design or system to match the requirements of the individual. It is not possible to determine whether something is accessible unless you know the user, the context and the goal.

→ With this definition in mind, how can we design more accessible learning experiences in higher education?  Read the Inside Higher Ed article Disability as Diversity.

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Creating Inclusive and Accessible Learning Copyright © 2023 by Emily Scida is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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