New Practices: Promoting the Role of ICT in the Shared Space of Transition

Bühler, Christian; Burgstahler, Sheryl; Havel, Alice; Kaspi-Tsahor, Dana

doi:10.1007/978-3-030-37125-8_6

Cited by 8 publications

(7 citation statements)

References 8 publications

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“…For example, it would be interesting to study what government-mandated infrastructure for students with autism is available (e.g. existence of collaboration between the universities, workplace and possible independent third-party organisations) (see also Bühler et al 2020). Furthermore, it would be also interesting to study the students' possible demands of self-direction in job search and issues related to autism and executive functions.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Students and graduates with autism: perceptions of support when preparing for transition from university to work

Pesonen

Waltz

Fabri

et al. 2020

European Journal of Special Needs Education

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Section: Limitations and Future Researchmentioning

confidence: 99%

Students and graduates with autism: perceptions of support when preparing for transition from university to work

Pesonen

Waltz

Fabri

et al. 2020

European Journal of Special Needs Education

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“…But "new educational ICT services are seldom fully accessible" (Bühler et al, 2020, p. 129). Nevertheless, accessibility of digital learning environments is only the first step since learning materials and didactics must also be appropriately accessible and sensitive towards diverse learning conditions (Bühler et al, 2020;Emmerdinger et al, 2018).…”

Section: Digitalisationmentioning

confidence: 99%

“…Fernandez (2019, p. 2) points out that, especially in tertiary education, "ableist dynamics and 'disabling' ideologies" still shape the spaces in which teaching and learning take place. Often, the technologies used are not holistically designed with accessibility in mind (Burgstahler, 2015a), and improvements are always costly and time-consuming (Bühler et al, 2020). Even though it is emphasised in various instances that accessibility is advantageous for all students, hardly any studies can be found which explicitly address accessibility when examining the use of digital media (Grosch, 2012;Schmid et al, 2017;Steffens et al, 2017).…”

Section: State Of the Artmentioning

confidence: 99%

Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education

Wilkens

Haage

Lüttmann

et al. 2021

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In this article we discuss the contribution of digitalisation for equal participation in higher education. Its potential is often postulated, but accessibility is seldom examined in this context. Despite the challenges and difficulties created in the summer term of 2020, this semester has provided a great opportunity to collect data on digital teaching, as face‐to‐face teaching needed to be transformed into digital teaching. Based on two surveys conducted in the summer of 2020, current practices and students’ needs regarding accessibility are outlined. Despite the circumstances, it can be derived from the surveys that digital teaching generally provides a variety of advantages for students with disabilities, although some tools and platforms remain not fully accessible to them. Additionally, the results indicate that not only students with sensory impairments benefit from the principles of the Web Content Accessibility Guidelines (2018). In particular, the principles ‘operable’ and ‘understandable’ are beneficial for students with mental health difficulties. Regarding the assessment of accessibility features, the study shows that the perception of students with and without impairments is very similar.

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“…Das Konzept zielt nicht darauf ab, eine standardisierte Lösung für alle zu finden. Vielmehr sollen inklusive Lernumgebungen und eine diversitätssensible Lernatmosphäre geschaffen werden, die Barrieren reduziert und individuelle Lernstrategien unterstützt (Burgstahler et al 2020). Dabei stehen in der Hochschuldidaktik die Optimierung der Lernprozesse und die flexible Gestaltung des Lerngegenstands im Vordergrund, um diese so für möglichst viele Studierende zugänglich zu machen (Bartz et al 2018).…”

Section: Universal Designunclassified

“…Unter den Bedingungen des ERT stand zu befürchten, dass in der kurzfristigen und umfassenden Umstellung auf digitale Lehre die Belange der ohnehin schon benachteiligten Gruppe der Studierenden mit Behinderungen auf der Strecke bleiben. Denn viele in der Hochschullehre eingesetzte Plattformen und Tools sind selten wirklich barrierefrei (Bühler et al 2020) und selbst barrierefreie Plattformen und Tools reichen nicht aus, wenn die eingestellten Inhalte es nicht sind, da diese die Barrierefreiheit der gesamten Lernumgebung massgeblich beeinflussen (Emmerdinger, Gegenfurtner, und Stern 2018). Dabei wird der Digitalisierung der Hochschulbildung ein grosses Potential für mehr Chancengerechtigkeit und Inklusion zugesprochen (Zorn 2018).…”

Section: Introductionunclassified

Emergency Remote Teaching und Inklusion

Haage¹,

Wilkens²,

Lüttmann³

et al. 2021

MedienPädagogik

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Die plötzliche Umstellung auf das sog. Emergency Remote Teaching (Hodges et al. 2020) hat das Thema Ungleichheit in der Bildung auf die Tagesordnung gesetzt – auch an Hochschulen, wo die Studierendenschaft immer diverser wird. Digitalen Medien wird ein grosses Potential zugeschrieben, gleichberechtigte Teilhabe an Bildung zu unterstützen. Zwei Studien an der TU Dortmund widmen sich der Strukturkategorie Behinderung. Die Studien erheben die Erfahrungen von Studierenden mit Behinderungen mit digitalen Lehr- und Lernformaten sowie die Anforderungen, die Studierende mit und ohne Behinderungen an digitale Lehre stellen. Der vorliegende Artikel diskutiert auf Grundlage der Ergebnisse die Chancen und Handlungsfelder für eine inklusive digitale Hochschullehre auf der Grundlage des Continuums of Solutions aus Universal Design, Barrierefreiheit sowie angemessenen Vorkehrungen.

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New Practices: Promoting the Role of ICT in the Shared Space of Transition

Cited by 8 publications

References 8 publications

Students and graduates with autism: perceptions of support when preparing for transition from university to work

Students and graduates with autism: perceptions of support when preparing for transition from university to work

Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education

Emergency Remote Teaching und Inklusion

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