E-Learning and Disability in Higher Education: Accessibility Research and Practice

by Jane K. Seale

Most practitioners know that they should make e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be done. E-Learning and Disability in Higher Education evaluates current practice and provision and explores the tools, methods and approaches available for improving accessible practice. Examining the social, educational and political background behind making e-learning accessible in higher and further education, this book considers the role of and provides advice for, the key stake-holders involved in e-learning lecturers, learning technologists, student support services, staff developers and senior managers. Key topics covered E-Learning and Disability in Higher Education is valuable reading for all practitioners and researchers involved in the design and delivery of accessible e-learning in higher, further and distance education.

252 pages, Paperback

First published May 18, 2006

Reviews

[Alice]

Insightful and comprehensive.

Those looking for specific technology-based guidelines on implementing accessible versions of their software should look elsewhere, as this book tends more to ideas and recommendations than detailed information on user profiles, although the book discusses relevant guidelines and does a fantastic job of assessing accessibility conceptually, as well as collating the literature. By no means should this book be dismissed as theoretical, and it should serve as a good reference text.

As a multiply disabled person with a passionate interest in disabled advocacy and accessibility, as well as a distance university student who relies on elearning to get a degree (as well as a programmer!), I found this book particularly interesting, however. The book is divided into three defined parts which explore the many factors that must be considered wrt. accessibility, accessible design principles, accessible design guidelines, and technologies (and often haven't been), as well as relating quite a lot of information pertaining to the (relatively) recent state of accessibility and the internet. What I felt was a notable strength of the book was that it examined the concerns and potential conflicts of all parties involved in accessibility practice: disabled students, learning technologists, educators, managers, developers, staff. I also appreciated the frequent use of supporting examples and quotes (from disabled students, educators, scholars).

Undoubtedly the academic prose of the book and its overall focus on frameworks for thinking mean this book is hardly general reading, but those involved in disability advocacy or considering accessibility in the context of their institution could certainly benefit from the ideas in this book. Jane Seale makes a persuasive case for the need to focus on accessibility in new educational technologies and for those involved with it to collaborate and approach it from a holistic and integrative mindset.

(Of course, remember that this book was written seven years ago, a long time ago in terms of technology, but much of its content is still applicable.)

[Audra · Rating 3 out of 5]

This book is an all-encompassing look at E-learning and Disability in higher learning. I actually ended up skimming most of it. I wanted to know about making content accessible and focused mainly on the section concerning instructors and what they can do to make their materials more accessible. The whole book is presented in essay format, which made for some awkward reading. If you are investing yourself in the world of disability and accessibility, this may be a good read. Otherwise, I would consider this a good reference to skim for the info you are interested in. I would also keep in mind that it was published in 2006, and tech moves fast.