Competencies for Educators in Delivering Digital Accessibility in Higher Education

Gilligan, J. E.

doi:10.1007/978-3-030-49108-6_14

Cited by 13 publications

(22 citation statements)

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“…According to Gilligan (2020), web content accessibility guidelines (WCAG) principles can establish the foundation for embracing digital accessibility. He therefore applied WCAG compliance to several competences in the framework, such as information and media literacy, and content creation (both under the 'facilitating learners' digital competence' area).…”

Section: Discussionmentioning

confidence: 99%

“…Among the 16 included papers, only two papers (Kontio and Radtke 2019;Heap and Thompson 2018) stated having WCAG in their training. The Web Accessibility Initiative (WAI), which is central to Gilligan (2020)'s augmentations to the DigCompEdu framework, develops standards and support materials that help people understand and implement digital accessibility. The above-mentioned WCAG is one of the WAI's developed guidelines.…”

Section: Discussionmentioning

confidence: 99%

“…Another augmentation to the competences in DigCompEdu by Gilligan ( 2020) is device knowledge. The importance of understanding how devices work together with assistive technology (AT), such as screen reader programs and speech-to-text software, has been highlighted in several studies (Gilligan 2020;Kimball et al 2016). Five out of the 16 papers in this review incorporated the topic of AT into their training programs (Kontio and Radtke 2019;Pearson 2003;Pearson and Koppi 2003;Heap and Thompson 2018;Park, Roberts, and Stodden 2012).…”

Section: Discussionmentioning

confidence: 99%

“…In recent years, researchers have shown considerable interest in providing students with accessible and inclusive learning environments in higher education institutions (Burgstahler 2018;Moriña 2017;Gilligan 2020). From developing curricula for disabled students to addressing the various needs of students from learning environments, researchers have attempted to contribute to inclusive education to a large extent.…”

Section: Introductionmentioning

confidence: 99%

“…While promoting a more accessible and inclusive digital learning environment in higher education, Gilligan (2020) extended the European Framework for the Digital Competence of Educators (DigCompEdu) to include the aspect of digital accessibility. This framework illustrates what it requires of an educator to be digitally competent and it provides a basis for the training contents to increase faculty members' competence in digital accessibility in higher education.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review

Bong

Chen

2021

International Journal of Inclusive Education

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The use of information and communications technology (ICT) in higher education institutions has increased in the past 20 years. While ICT has brought many benefits to students and faculty, research shows that it also creates barriers and challenges for students with disabilities due to the inaccessibility of digital tools and learning materials. Faculty members play an important role in inclusive higher education. Previous studies have emphasised the need to train faculty about digital accessibility to achieve inclusion in higher education. This systematic literature review aims to study existing work on increasing the faculty members' competence in providing accessible and inclusive digital learning materials and environments to students in higher education. Sixteen peer-reviewed papers were included and analysed. Most trainings included topics on disability and awareness, legislation, and methods of producing accessible digital materials and providing inclusive digital learning environments. While surveys and interviews were mostly used to evaluate training outcomes, there was a lack of objective data and commonly accepted instrument for evaluation. Good practices and further research opportunities are identified. This study has implications for researchers and higher education institutions that are interested in research and practice on increasing general competence in digital accessibility and inclusive education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%