E-learning and Disability in Higher Education

Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated.

Dr. Jane K. Seale is a Professor of Inclusive Education in the Graduate School of Education, University of Exeter, UK.

1. CONTEXTUALING THE SCENE Chapter 1: Opening up spaces for dialogue, critique and imagination in accessibility research and practice. Chapter 2: Being a disabled student in higher education. Chapter 3: Drivers for change in higher education accessibility practice. Chapter 4: The stakeholders of accessibility practice. 2. SURVEYING THE SCENE: MAKING SENSE OF PRACTICE Chapter 5: Guiding accessibility practice. Chapter 6: Evaluating accessibility practice. Chapter 7: Conceptualising accessibility practice. 3. CRITIQUING THE SCENE: MAKING SENSE OF VOICES AND SILENCES Chapter 8: Mediated voices: what do we really know about disabled students' accessibility experiences? Chapter 9: Missing voices: What do we really know about the perspectives and experiences of accessibility stakeholders? Chapter 10: The call for accessibility training and the silences surrounding what works. Chapter 11: Critical silences around Universal Design. 4. RE-IMAGINING THE SCENCE: VOICING THE FUTURE FOR ACCESSIBILITY RESEARCH AND PRACTICE Chapter 12: Re-imagining accessibility research: methods to enable a democratic voice to be heard. Chapter 13: Re-imagining accessibility practice: embracing the discourse of digital inclusion.