Improving Accessible Digital Practices in Higher Education : Challenges and New Practices for Inclusion / edited by Jane Seale

Contributor(s):

Seale, Jane [editor.]

Language: eng- Publication details: Switzerland : Palgrave Pivot, 2021.Description: 180pISBN:

9783030371272

Subject(s):

DDC classification:

371.33 IMP-

Summary: 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.

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	Books	NASSDOC Library				371.33 IMP- (Browse shelf(Opens below))					Available			53637

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Previous	371.33 CLO- Closing the gap in education and technology	371.33 CRI- Critical mobile pedagogy :	371.33 EAR- Early learning in the digital age /	371.33 IMP- Improving Accessible Digital Practices in Higher Education :	371.33 LES-L Learning for the age of artificial intelligence :	371.33 pow-; Librarian's guide to graphs, data and the semantic web	371.33 WAT-D Drama and education :	Next

Includes bibliographical references and index.

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.

English.

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