Designing for Accessibility: The Intersection of Instructional Design and Disability
The authors of this chapter note the different meaning and process of access in their two disciplines: instructional design, and education of persons with disabilities. They reviewed the professional literature to better understand the intersection of the
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ction In this chapter, the authors address the concept of access, especially in terms of persons with disabilities. The authors focus on persons with disabilities, rather than special needs, for two reasons. First, access for persons with disabilities is specifically mandated by the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Improvement Act (IDEA). Second, although the Elementary and Secondary Education Act (United States Department of Education, n.d.-b) addresses students in poverty, minorities, those receiving special education services, and those with limited English language skills, issues of access that are relevant to persons with disabilities are often similar to the needs of individuals identified in ESEA. Indeed, provisions for access for persons with disabilities may benefit all learners including the nondisabled population. The multiple and varied understandings of the concept and process of access, by education professionals, complicate any discussion of designing for access for individuals with and without disabilities. In the peer-reviewed literature, educational technology articles on the topic of access and disability tend to be limited, clustered in a few journals, with attention mostly given to physical access to content and resources, meeting legal access requirements, and introducing custom tools and apps in inclusive classrooms. In the persons with disabilities literature, these types of articles, on the topic of technology and access, tend to appear in very small
M. D. Estes (*) · C. L. Beverly Learning, Technology, and Leadership Education, College of Education, James Madison University, Harrisonburg, VA, USA e-mail: [email protected] M. Castillo Universidad Catolica Silva Henriquez, Santiago, Región Metropolitana, Chile © Springer Nature Switzerland AG 2020 M. J. Bishop et al. (eds.), Handbook of Research in Educational Communications and Technology, https://doi.org/10.1007/978-3-030-36119-8_8
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n umbers in a wide range of journals, with access described in terms of physical, communication, cognitive, social/behavioral, and daily living access. In both bodies of literature, there are research articles about the role of technology in supporting learning for learners with disabilities. However, lack of physical access to technologies and resources and the impact this has on communications, social/behavioral issues, and independent daily living continue to be a theme. Understanding similarities and differences in instructional design and disability is important. Professionals in these disciplines share a similar aim to ensure access to meaningful learning experiences that occur in a variety of environments, formats, and contexts. To that end, experts in these areas use terminologies and processes that may inform and enhance current practices. The problem driving this review of research was how instructional designers address access to meaningful learning experiences for persons with d
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