6 - Use digital technologies to support access and inclusion

The Special Educational Needs and Disability Act 2001 requires universities to take reasonable steps to ensure that disabled students have full access to all University services. In practice, supporting students with disabilities also results in facilitating the learning of all students.
 
 First steps  Developing     Developed  Outstanding
Learners have access to assistive technologies to meet identified needs, and support in using them.
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All learners are informed of the benefits of assistive technologies and how they can access and use them (‘accessibility for all’). Different groups of learners are represented in decisions about digital provision.
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All digital investments and policies are examined for potential impact on access, inclusion and equality.
Information for (prospective) students is accessible on a range of devices/platforms. Course activities can be undertaken using devices, software and services chosen by students. Digital technologies are used to deliver inclusivity across learning, teaching and assessment practice e.g. ‘assessment for all’. Students with diverse needs are involved in developing the digital environment for learning.
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Digital learning content is available on a range of devices/platforms.
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Guidelines on accessibility and inclusivity are applied to the development of all learning content and assessed tasks.
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Course content is available in a variety of media with formatting optimised for a variety of devices.
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Digital policies e.g. ‘bring your own’ do not create new barriers to access.      

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