Accessible e-learning experience for PWDs-Best Practices | IGF 2023 WS #350

Report

Anna, who works in a child’s rights organisation, puts forward a compelling argument for involving more persons with disabilities in the design of platforms that promote accessibility. She firmly believes that accessibility should be guaranteed right from the design phase, ensuring inclusivity and accessibility for everyone.

This argument aligns with the goals of SDG 10: Reduced Inequalities and SDG 4: Quality Education.

Anna’s argument is supported by her first-hand experience in the field, where she has witnessed the positive impact of involving persons with disabilities in the design process.

By incorporating their perspectives and insights, the resulting platforms are more likely to meet the needs of people with disabilities and promote equality. Anna’s staunch belief in the rights of every individual to have equal opportunities, regardless of their abilities, drives her passion for ensuring accessibility.

Moreover, the second speaker highlights the crucial role that civil society plays in championing children’s rights.

They emphasize how civil society organisations play a vital role in advocating for the rights and well-being of children. Anna, who is from Brazil and also works for a child’s rights organisation, supports this view and agrees that civil society has the power to bring about positive change.

This argument aligns with the goals of SDG 16: Peace, Justice, and Strong Institutions.

Anna’s endorsement of the role of civil society stems from her experiences in Brazil, where she has witnessed the impact of civil society organisations in advancing children’s rights.

These organisations provide crucial support, raise awareness, and advocate for policies that protect and promote the well-being of children. Their efforts contribute to the overarching goal of achieving a more just and equitable society.

In conclusion, both speakers emphasize the significance of promoting accessibility and advocating for children’s rights.

Anna’s emphasis on involving persons with disabilities in the design process underscores the importance of inclusivity and equal access for all. Similarly, the second speaker reinforces the vital role of civil society organisations in advocating for the rights of children.

By considering the perspectives of both persons with disabilities and civil society, we can strive towards achieving the goals of equality, justice, and strong institutions.

Report

The discussions emphasise the significance of e-learning accessibility for individuals with disabilities. It is crucial for e-learning platforms to be designed with accessibility in mind right from the start to ensure efficiency and cost-effectiveness. This approach prioritises the inclusion of all learners, regardless of their disabilities, and allows them to fully engage in online education.

Legislative frameworks are seen as pivotal in supporting the creation and adaptation of e-learning platforms to include persons with disabilities.

To achieve this, strategies should be adopted from academia, the private sector, and government institutes. By pooling resources and expertise from these various sectors, it becomes possible to develop more inclusive online platforms that cater to the diverse needs of disabled individuals.

The principle of universal design for inclusive design receives support in the discussions.

It is highlighted that designing e-learning platforms to be universally accessible is of utmost importance. An example is given of universally accessible building entrances, which ensure that individuals of all abilities can enter and use a space without barriers. By applying this principle to e-learning platforms, it is possible to create a more inclusive and accessible online learning experience.

Moreover, the implementation of captioning is seen as a valuable tool for promoting accessibility.

The discussions highlight the utility of captioning for various user groups, including individuals with hearing loss and non-native English speakers. While captioning is essential for individuals with hearing loss, it also proves beneficial for those who may struggle with the English language.

By providing captions, e-learning platforms can overcome language barriers and make educational content more accessible and comprehensible for all learners.

In conclusion, the discussions emphasise the importance of e-learning accessibility for individuals with disabilities. The need to design accessible platforms from the start, implement legislative frameworks supporting inclusivity, adopt strategies from academia and the private sector, apply the principle of universal design, and provide captioning for increased accessibility are all key points highlighted.

By prioritising accessibility in e-learning platforms, we can create a more inclusive and equitable online learning environment for all individuals, regardless of their disabilities.

Report

During the discussion, the speakers highlighted the importance of implementing policies and providing training to support students with disabilities in accessing educational content. They stressed that ensuring accessibility for these students is crucial for quality education. The need for such policies was emphasized due to the challenges faced by students with disabilities, particularly during the COVID-19 pandemic.

One of the speakers mentioned that their campus had a policy in place that encouraged lecturers to provide accessibility for students.

The department also collaborated with visually impaired students to ensure that content was accessible to them. In addition, the campus provided internet access and laptops to students who were in inaccessible areas. The sentiment towards these measures was positive, as they aimed to create an inclusive learning environment.

Another speaker emphasized that training was essential for both lecturers and students to effectively implement and understand accessibility measures.

The department worked one-on-one with students, to ensure that they were not left behind and that they could navigate and use online platforms effectively. This sentiment towards training was also positive, as it was seen as a means to bridge the gap in accessibility.

However, a negative sentiment emerged when discussing the absence of a national policy to ensure accessibility.

In Trinidad and Tobago, there is no national policy in place, which hampers the experience of students with disabilities. The current implementation of accessibility measures relies heavily on the goodwill of individual lecturers. This lack of a national framework was seen as a significant barrier to achieving full accessibility for students.

On a positive note, Jacqueline Huggins, one of the speakers, advocated for the implementation of universal design to benefit all students.

She highlighted the importance of meeting with academic staff to discuss how universal design can be executed effectively. She also mentioned outreach and awareness programmes regarding universal design accessibility. Jacqueline’s positive sentiment towards universal design showcased the belief that it can create an inclusive learning environment for all students.

However, Jacqueline also acknowledged the challenges faced in implementing universal design.

One such challenge was retrofitting infrastructure to make it accessible for students with disabilities. She also mentioned the difficulties lecturers faced in adapting to online and internet teaching methods. To address these challenges, she was working on a campaign to make all faculty websites accessible.

The sentiment towards implementing universal design was mixed, as it was seen as beneficial but also posed practical challenges.

Apart from advocating for universal design, Jacqueline identified herself as a watchdog on campus, ensuring the implementation of accessibility measures and meeting students’ needs.

She worked closely with students to understand their needs and liaised with lecturers and the deputy principal to bring about necessary changes. Jacqueline’s role as a watchdog and her positive sentiment towards meeting students’ needs showcased a commitment to inclusivity and accessibility.

The university department was also mentioned in the discussions.

It demonstrated proactive support for students with disabilities by addressing their complaints and taking them to relevant authorities. The department worked closely with IT to understand the needs of supporting students and even purchased licenses for JAWS software for students who could not afford it.

This collaboration with IT and the consideration of students’ complaints showed a positive sentiment towards addressing accessibility challenges.

Additionally, the department obtained funding to purchase expensive equipment and software, such as JAWS licenses, which were installed in campus libraries and computer labs.

This initiative aimed to ensure that students had access to necessary resources for their education. The sentiment towards the department’s efforts in sourcing funding was positive, as it highlighted the university’s responsibility to support disadvantaged students.

The discussions also touched upon the importance of global collaboration in making e-learning more accessible.

One of the campuses mentioned was fully online and covered 13 countries in the Caribbean, providing students with the opportunity to obtain their degrees. This global collaboration was seen as beneficial for accessibility in e-learning.

Furthermore, the speakers acknowledged the value of learning from global experiences and implementing best practices.

Discussions with individuals from different countries provided diverse perspectives and learning opportunities. The sentiment towards learning from global experiences was positive, as it promoted growth and improvement in accessibility.

The importance of turning discussions and learnings from forums into actionable steps to improve e-learning accessibility was also emphasized.

The sentiment towards taking action based on learnings was positive, as it highlighted the need for tangible change.

Overall, the discussions centered around the importance of policies, training, and universal design to support students with disabilities in accessing educational content.

The challenges faced during the COVID-19 pandemic highlighted the need for comprehensive accessibility measures. The absence of a national policy was seen as a hindrance to achieving full accessibility. However, the speakers expressed positive sentiment towards the implementation of universal design and the proactive efforts of the university department in addressing accessibility challenges.

The importance of global collaboration and learning from diverse perspectives was also emphasized. The discussions ultimately emphasized the continuous commitment to improving accessibility and inclusivity in education.

Report

Accessing online learning resources in schools can be a complicated task for students, particularly those with cognitive impairments. The frequent changes in passwords and access methods implemented by IT departments create significant difficulties for students, preventing them from accessing important information and submitting assignments.

This issue negatively impacts their educational experience and hampers their ability to fully participate in online learning.

The complications associated with accessing online resources are often not recognised or taken seriously by schools. Many individuals without cognitive impairments perceive these challenges as trivial, leading to a dismissive attitude towards students facing such accessibility issues.

This lack of awareness and understanding further exacerbates the problem, as students with cognitive impairments struggle silently, without receiving the support and accommodations they need.

Furthermore, the implementation of frequent password changes and increased security measures poses additional barriers for students with disabilities.

These students may face difficulties remembering complex passwords and navigating the heightened security protocols. As a result, they are often chastised for failing to complete their work on time or are forced to seek continuous assistance from IT support. This ongoing cycle of frustration further hampers their educational progress and creates a sense of dependency on technical support.

To address these challenges, it is crucial for schools to be more aware of the accessibility issues faced by students with cognitive impairments.

Recognising the complexity and impact of these challenges is the first step towards implementing appropriate accommodations and support systems. Additionally, it is imperative for the IT security measures in schools to be user-friendly and accommodating for all students, including those with disabilities.

School administrators and IT departments should work together to ensure that the security measures do not create unnecessary barriers but instead facilitate a seamless and inclusive online learning experience for all students.

In conclusion, accessing online learning resources in schools is not a simple task for students with cognitive impairments.

It is essential for schools to recognise, acknowledge, and address these accessibility issues through proactive measures and awareness-raising efforts. By making online resources more accessible and ensuring user-friendly IT security measures, schools can create a supportive and inclusive educational environment for all students, regardless of their cognitive abilities.

Report

The analysis highlights several issues regarding disability rights and inclusivity. It points out that there is no national policy for disability in Tobago, and in Fiji, the 2018 Act does not specifically outline what provisions should be in place for persons with disabilities or how to implement them.

One area that is particularly neglected in the Pacific is accessible websites, which are considered necessary provisions for persons with disabilities. This lack of explicit provisions for the rights and accessibility of persons with disabilities in national policies and legislation is seen as a negative sentiment.

On the other hand, there is a positive sentiment towards inclusion as a basic fundamental human right.

Swaran, a speaker in the analysis, emphasizes the importance of inclusion in her speeches and believes that all citizens should have access to various services regardless of their disabilities. She also advocates for the use of existing legal instruments such as the ‘Education Act’ to support disability rights in the absence of specific national policies.

This perspective reflects a belief in the positive impact that inclusion can have on reducing inequalities.

Consistent support systems for persons with disabilities are called for, even in the absence of a national policy for disability. This notion is seen as a positive sentiment, highlighting the significance of providing continuous support to individuals with disabilities.

The analysis also acknowledges that legislation alone is insufficient to ensure inclusivity.

It notes that legislation sometimes contradicts itself, and there is a need to reconcile these gaps between constitutional rights and legislation to ensure inclusivity. This observation is seen as a negative sentiment, pointing out that legislative measures must be comprehensive and consistent to promote inclusivity effectively.

Cultural norms are identified as a factor that can present obstacles to inclusivity.

The analysis mentions instances where parents refuse to acknowledge their child’s disability, highlighting the stigma around disabilities that needs to be overcome. This is seen as another negative sentiment, suggesting that cultural attitudes must change to foster inclusivity.

Constitutional rights are noted as a means to protect and promote inclusivity.

The analysis provides examples of disabled individuals exercising their right to attend classes, highlighting the potential impact of these rights in promoting inclusivity. This observation brings a positive sentiment to the importance of constitutional rights in advancing inclusivity.

In the context of education, the analysis emphasizes the need for inclusion to be integrated into everyday practice in educational institutions.

The mention of AFINI, an ISO certified organization that upholds high standards of inclusivity, and professors creating tertiary level education courses for disabled individuals, reflects a positive sentiment towards the efforts being made to ensure inclusivity in educational settings.

The analysis also touches upon the obstacles towards inclusivity in online learning.

It argues that students should not be penalized for the extra time they require to log into the system. This viewpoint is seen as a negative sentiment, highlighting the need for fair assessment practices in online learning.

Regarding authentication methods, the analysis acknowledges the existence of more secure methods such as thumb trains, tongue scans, retina scans, face recognition, and retina recognition.

It argues that these methods are easier for users and reflects a positive sentiment towards the implementation of these authentication methods.

On the other hand, there is a negative sentiment towards the imposition of difficult types of authentication methods, which could act as a deterrent for students to return to class.

The analysis also addresses the important topic of digital inclusion.

It suggests the need for affirmative action and proper measurement and assessment tools to address digital inclusion effectively. It mentions the use of disparity measurement, the implementation of the WCAG 1.0 standard, and UNESCO’s Romex Indicators in Pacific island nations.

This observation highlights the positive sentiment towards the need for affirmative action and the adoption of proper tools to achieve digital inclusion.

In conclusion, the analysis brings to light various issues related to disability rights and inclusivity. It highlights the lack of explicit provisions in national policies and legislation, but also emphasizes the positive sentiment towards inclusion as a fundamental human right.

It underscores the importance of consistent support systems and the impact of cultural norms and legislative gaps on inclusivity. Additionally, it calls for fair assessment practices in online learning and explores the implementation of secure authentication methods. Moreover, the analysis draws attention to the need for affirmative action and proper measurement and assessment tools to address digital inclusion effectively.

Report

The accessibility issues in e-learning platforms pose substantial challenges for people with disabilities. These challenges include problems such as unlabeled buttons, inaccessible content, and inaccessible PDFs. Vidya, who has personal experience navigating these platforms, suggests that involving users with disabilities in the development process of e-learning platforms is crucial.

This involvement should include providing digital literacy training and ongoing support to ensure that these platforms are genuinely accessible to all.

Furthermore, STEM education presents additional accessibility challenges for individuals with disabilities. Screen readers often struggle to interpret mathematical equations, and much of the educational content is written from the perspective of someone with sight, making it more difficult for those without sight to understand.

This creates a barrier to the effective participation of individuals with disabilities in STEM subjects.

The shift to digital learning during the pandemic was not seamless for many students and teachers, especially those with disabilities. In India, where Vidya is based, teachers and students with disabilities faced difficulties adapting to digital platforms.

To help them, Vidya had to create digital literacy tutorials in multiple languages. This highlights the need for greater support and accommodations for individuals with disabilities during times of crisis.

To address the issue of accessibility and inclusivity in education, India is in the process of introducing a National Educational Policy.

The aim of this policy is to promote greater inclusion by shifting towards inclusive education from special schools and a segregated education system for the visually impaired. However, the full implementation of this policy is still pending, as it requires time and coordination among different states.

Regarding special education, Vidya emphasizes the need for a central authority to ensure consistency across different states.

Currently, policies for special education vary from state to state, resulting in inconsistencies and gaps in support.

While the government has made efforts to make their websites accessible, there is still work to be done in this area.

Although progress has been made, there is a need for continued efforts to fully address website accessibility.

In terms of administrative departments responsible for education, accessibility and awareness vary based on the specific department. Education for persons with disabilities is sometimes overseen by the Department of Social Justice or the Department of Education, leading to variations in support and accessibility.

Cultural norms and stigma also act as barriers to digital platform access for disabled people.

Vidya highlights the case of a blind woman who has been confined indoors due to cultural norms and stigma. Overcoming these barriers requires not only technological solutions but also the promotion of social acceptance and understanding.

Vidya believes that continuous support and social acceptance are essential for the effective use of e-learning platforms by individuals with disabilities.

She stresses that the responsibility lies with the government and organizations to ensure the long-term usability and accessibility of digital tools.

Notably, children with disabilities have the potential to learn and compete effectively with their peers if provided with the necessary support and tools from an early age.

Introducing technologies like computers and braille to children at a young age can significantly enhance their learning experience and future educational prospects.

Nonprofit organizations play a vital role in bridging the gap between the government and the ground realities of education for children with disabilities.

Their firsthand experience in the field enables them to provide valuable guidance to the government in shaping policies and internet regulations that facilitate the access to education for individuals with disabilities.

Finally, collaboration within the internet community can contribute to making education more accessible for children with disabilities.

By creating forums where experts can share thoughts, ideas, and network, meaningful progress can be made in addressing accessibility challenges. Collaboration is vital, as the efforts of a single person or organization alone may not be sufficient to solve the complex issues at hand.

In conclusion, the accessibility issues in e-learning platforms pose significant challenges for people with disabilities.

It is essential to involve users with disabilities in the development process, provide ongoing support, and ensure digital literacy training to make these platforms truly accessible. STEM education, the shift to digital learning during the pandemic, and the need for a central authority in special education further highlight the importance of addressing accessibility and inclusivity issues.

The government, nonprofit organizations, and the internet community all have essential roles to play in making education more accessible to children with disabilities.

Report

The discussion revolves around the relationship between universal design and digital accessibility in the context of education. Universal design focuses on catering to a broader range of learners, while digital accessibility primarily addresses the needs of learners with disabilities. The aim is to create an inclusive educational environment that empowers all students to access and engage with the learning materials and activities.

One argument raised is the difficulty institutions face in implementing universal design and ensuring its compatibility with accessibility.

The process of applying universal design principles and making them compatible with digital accessibility measures can be challenging for educational institutions. This challenge could potentially hinder the effective implementation of inclusive practices in education.

On the other hand, there is agreement that what is beneficial for individuals with disabilities, such as real-time captioning, can also benefit all students.

For example, real-time captioning can assist students without disabilities in understanding an instructor’s accent or when watching videos in a loud environment. This highlights the importance of digital accessibility measures not only for learners with disabilities but for the entire student population.

By incorporating digital accessibility features, institutions can enhance the learning experience for all students, regardless of their specific needs.

Furthermore, the stance put forth is that institutions should view accessibility efforts as an opportunity to improve their universal design practices.

Instead of perceiving accessibility as a separate and burdensome requirement, institutions should leverage it to enhance the inclusivity and effectiveness of their teaching and learning approaches. By using accessibility as a framework for designing educational materials and environments, institutions can foster a more inclusive and equitable learning experience for all students.

In conclusion, the relationship between universal design and digital accessibility within education is crucial for promoting inclusivity and ensuring equitable access to educational opportunities.

While there may be difficulties in implementing universal design and ensuring its compatibility with accessibility, there is a recognition that what benefits individuals with disabilities can also benefit all students. Institutions should embrace accessibility efforts as an opportunity to improve their universal design practices, ultimately creating a more inclusive and effective learning environment.