Reframing Web Accessibility in Post-Secondary Education: Examining the Role of the Educator in the Curation and Creation of Accessible Digital Course Content
Keywords:digital accessibility, web accessibility, disability, ableism, post-secondary praxis, accessible course content, technology-mediated learning environments
Web accessibility is emerging as a key issue and opportunity for educators in post-secondary institutions (Brown, 2018; Gronseth, 2018). Many factors affect web accessibility, yet little literature examines web accessibility factors relative to literacy, pedagogy, course culture, course content curation and information design for learning— areas that rest firmly within an educator’s domain. What facets are specifically relevant to post-secondary educators? The conference presentation, this proceeding, and a subsequent article for the OTESSA journal that addresses the broader construct of digital accessibility, invite critical engagement with web accessibility practices, accessible course content, and the digital accessibility of technology-mediated learning environments. Together and individually, they offer educators various points of entry that are relevant to praxis and seek to ignite discussions and interventions that build educators’ agency and self-efficacy to co-create accessible courses with students with (and without) disabilities.
Copyright (c) 2021 Kim Ashbourne
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