Inclusive learning and teaching for Australian online university students with disability: a literature review

Edwards, Miriam

doi:10.1080/13603116.2019.1698066

Cited by 18 publications

(8 citation statements)

References 27 publications

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“…This gap exists in all four nations of the United Kingdom (Equality Challenge Unit, 2014) and has been highlighted as a priority issue that universities need to address (Millward, 2019). This indicates that it is important to identify the significant enablers and barriers to the academic success of students with disabilities in higher education to guarantee equal opportunities and the inclusion of students with disabilities (Datta et al, 2019;Edwards, 2019).…”

Section: The Contextmentioning

confidence: 99%

Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers

Sanchez Diaz,

Morgado,

Seale

2024

AJET

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Spanish face-to-face universities experience constant challenges that threaten the inclusion of students with disabilities. Adopting inclusive pedagogies can support universities to develop a more inclusive approach. This paper explores the extent to which the use of technology influences the inclusive pedagogies of Spanish university lecturers. In particular, we focus on how lecturers use technologies to promote student participation and accessibility in Spanish institution. A qualitative methodology involving semi-structured in-depth interviews with 42 Spanish face-to-face universities experience constant challenges that threaten the inclusion of students with disabilities. Adopting inclusive pedagogies can support universities to develop a more inclusive approach. This paper explores the extent to which the use of technology influences the inclusive pedagogies of Spanish university lecturers. In particular, we focus on how lecturers use technologies to promote student participation and accessibility in Spanish institution. A qualitative methodology involving semi-structured in-depth interviews with 42 Spanish university lecturers regarding their inclusive practices and use of technology was employed. The results contribute four fundamental findings: (a) Lecturers who practise inclusive pedagogy can be differentiated as proactive or reactive; (b) University lecturers place greater emphasis on the use of technology as a promoter of accessibility rather than as a tool to promote participation; (c) There is a disconnect between knowledge of universal design for learning and the use of the technologies; and (d) The full transformative potential of technologies to facilitate the inclusion of learners with disabilities is not being harnessed. All these results allow us to highlight some key points about the use of technological tools in the application of inclusive pedagogy in university classrooms. Implications for practice or policy: • Spanish face-to-face universities still need to harness the full transformative potential of technologies to facilitate student inclusion. • There is a need for more professional development programmes within higher education institutions that focus on the potential of technologies to promote inclusion. • Universities have an important role to play in promoting the use of technological tools to ensure accessibility and participation of all students, especially students with disabilities.

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Section: The Contextmentioning

confidence: 99%

Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers

Sanchez Diaz,

Morgado,

Seale

2024

AJET

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“…(Pionke, 2020), entre otros estudios. Por otro lado, de manera creciente, los académicos señalan la necesidad de sensibilizar a todos los miembros de la comunidad universitaria sobre las necesidades de los estudiantes con discapacidad y respaldan el uso de diseños universales de aprendizaje y espacios y facultades abiertas a la discapacidad (Schwamberger, 2019;Edwards, 2022;hope, 2022). En este sentido, la Comisión Europea ha publicado el plan para la Educación digital (www.education.ec.europa.eu, 2020) donde se establece como objetivos para el periodo 2021-2027 aumentar el acceso de las nuevas tecnologías a las personas con discapacidad, así como ofrecer una mayor formación al profesorado en materia de discapacidad y accesibilidad digital de contenidos.…”

Section: Metodologíaunclassified

Convergencias y divergencias en la competencia digital de los docentes en formación

López-Aguilar,

Delgado-García,

García-Prieto

2024

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Este trabajo analiza la competencia digital de los docentes en formación, así como posibles diferencias en cuanto a la titulación universitaria cursada. Se plantea un estudio no experimental y se aplica un cuestionario fundamentado en el modelo TPACK sobre una muestra de 514 participantes. Los resultados visibilizan niveles moderados en competencias relacionadas con el Conocimiento Pedagógico y el Conocimiento Tecnológico Pedagógico y señalan a los estudiantes del Grado de Maestro en Educación Primaria con un mayor nivel de dominio en la competencia digital frente al alumnado que cursa el Grado de Maestro en Educación Infantil. Las conclusiones revelan que los docentes en formación no se muestran altamente competentes para la integración y producción pedagógica de contenidos digitales.

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“…It also highlights different feedback channels, such as professor-to-student feedback, student-to-student feedback, and feedback from students to professors. Additionally, it emphasizes the mechanisms that enable anonymous feedback from students [20][21].…”

Section: F14 Feedbackmentioning

confidence: 99%

Identification and Analysis of Factors Impacting e-Inclusion in Higher Education

Pušnik,

Kous,

Welzer Družovec

et al. 2024

Frontiers in Artificial Intelligence and Applications

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In this chapter, we investigate the complex process of analyzing and understanding the factors that influence individuals’ access to and participation in digital education within the Higher Education context. While the digital transformation in Higher Education Institutions (HEI) has produced numerous benefits for both students and educators, it has also brought forth challenges, particularly for students with special educational needs and disabilities (SEND). A literature review was conducted, to gain insight into the specific requirements of this student demographic. This review aimed to identify the multifaceted factors that impact e-inclusion within Higher Education. Our research resulted in the identification of 24 different factors that should be considered when evaluating e-inclusion within HEI. These factors serve as essential indicators in the assessment of the accessibility and inclusivity of digital education, allowing for a more multifaceted understanding of the dynamics in the Higher Education landscape.

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Inclusive learning and teaching for Australian online university students with disability: a literature review

Cited by 18 publications

References 27 publications

Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers

Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers

Convergencias y divergencias en la competencia digital de los docentes en formación

Identification and Analysis of Factors Impacting e-Inclusion in Higher Education

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