Abstract
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.
Original language | English |
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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 |
Pages | 99-115 |
Number of pages | 17 |
ISBN (Electronic) | 9783030371258 |
ISBN (Print) | 9783030371241 |
DOIs | |
State | Published - 1 Jan 2020 |
Bibliographical note
Publisher Copyright:© The Author(s) 2020.
Keywords
- Accessibility
- Assistive technologies
- Design
- Disability
- Higher education
- ICT