There is considerable evidence to suggest that Information and Communication Technologies (ICTs) can make a positive contribution to students’ experiences in higher education. Students with disabilities therefore have a positive outlook and attitude to ICT. Despite all these positive things, the ICT, disability, and higher education community have been wrestling with what they consider to be a massive question: is the design of ICT good enough? In particular, a certain section of the community believes that as long as specialist, assistive technologies exist, design practices will have failed. This chapter will explore, from multiple perspectives, a different argument that the eradication of specialist technologies is not necessarily required to improve ICT design.
|Title of host publication||Improving Accessible Digital Practices in Higher Education|
|Subtitle of host publication||Challenges and New Practices for Inclusion|
|Publisher||Springer International Publishing|
|Number of pages||17|
|State||Published - 1 Jan 2020|
Bibliographical notePublisher Copyright:
© The Author(s) 2020.
- Assistive technologies
- Higher education