Institutional Change for Improving Accessibility in the Design and Delivery of Distance Learning--The Role of Faculty Accessibility Specialists at the Open University

Autor/inn/en	Slater, Rachel; Pearson, Victoria K.; Warren, James P.; Forbes, Tina
Titel	Institutional Change for Improving Accessibility in the Design and Delivery of Distance Learning--The Role of Faculty Accessibility Specialists at the Open University
Quelle	In: Open Learning, 30 (2015) 1, S.6-20 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2015.1013528
Schlagwörter	Educational Change; Educational Improvement; Distance Education; Access to Education; College Faculty; Specialists; Curriculum Design; Disabilities; Open Universities; Consciousness Raising; Cooperation; Standards; Case Studies; Educational Practices; Incidence; Teacher Role; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Fakultät; Lehrplangestaltung; Handicap; Behinderung; Offene Universität; Bewusstseinsbildung; Co-operation; Kooperation; Standard; Case study; Fallstudie; Case Study; Bildungspraxis; Vorkommen; Lehrerrolle; Ausland; Großbritannien
Abstract	The Open University (OU) has an established infrastructure for supporting disabled students. Historically, the thrust of this has focused on providing accessible adjustments post-production. In 2012, the OU implemented securing greater accessibility (SeGA) to raise awareness and bring about an institutional change to curriculum design so that the needs of all students, including disabled students, are taken into account from the outset of module design and production. A core component of SeGA is the introduction of faculty accessibility specialists (AS). This case study discusses the successes and challenges for AS in motivating and supporting production teams in the adoption of inclusive anticipatory practices to make new curriculum accessible. It also outlines the process of reasonable adjustment during presentation. It shows how collaborative working between AS has helped standardise design and production processes for accessibility, principles with wider relevance for supporting disabled students in other higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01