Deliver an inclusive digital student experience

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Student with iPad

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“In terms of accessibility and inclusion it is important to consider the wider benefits that technology can offer and not just the legal consequences.”
Rebecca McCready, learning and teaching advisor, Newcastle University and Member of UCISA user skills group

Promote inclusion and equality

Student feedback and National Student Survey (NSS) scores show that variables such as gender, ethnicity and social background affect satisfaction. 

Consider use of digital technologies to provide flexible delivery models and alternative ways of communicating and to help learners to overcome some of these potential inhibitors and challenge inequality.   

Using technology to increase the breadth and variety of ways students can access, engage with and progress their learning allows students to choose the ways and means that best suit their needs and personal circumstances.

Remove barriers to learning

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Figure 1: Traditional teaching styles rely heavily on spoken input, printed materials and learners' writing (Alistair McNaught)

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Traditional teaching and learning approaches pose barriers for many learners because they focus on three core activities: listening, reading and writing, with text as a core element (see Figure 1 to the left). 

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Figure 2: Technology allows presenting, reading and writing to be supplemented by alternative media and activities (Alistair McNaught)

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This disadvantages learners with a print impairment1 (potentially ten per cent of learners), learners with English as a second language and learners with other disabilities such as sensory impairments or concentration and memory difficulties.

Create new opportunities

By contrast, technology enhanced learning can be used to transform traditional teaching and learning and improve accessibility, engagement and ultimately achievement.  It also opens up a wide range of opportunities that can promote learner independence and empower both learners and staff.

"The LexDis project has allowed the team to take a participatory approach to the way disabled students develop technology based strategies when working in e-learning situations.

Helpful guides have been created, providing hints and tips on how to make the most of e-learning technology. The strategies have been generated by those studying and working in further and higher education to help others make the most of a wide range of apps, productivity tools and assistive technologies."
E.A. Draffan, research staff in web and internet science, University of Southampton

Avoid common errors

While use of technology and digital content opens up new opportunities it is still possible to create accessibility barriers, for example, use of podcasts without transcripts or text summaries.

Meet your legal responsibilities and ‘reasonable expectations’

Universities,  colleges and other learning providers have a legal responsibility to take measures to ensure that learning is accessible to all and to make ‘reasonable adjustments’ under the Equality Act 2010 to anticipate and respond to learner needs. 

Prepare for legislative changes and variances in funding rules

Changes to the way Disabled Student Allowances (DSA) come into effect from 1 September 2015 require higher education institutions to give greater consideration to the delivery and assessment of their courses and how best to provide support. 

The changes are intended to rebalance the responsibilities between government funding and institutional support and to encourage greater use of the technology available to reduce reliance on DSA funding for those with mild difficulties. 

In colleges and learning providers, there is an expectation that technology will be used to support high needs students (HNS). 

Guidelines on how funding for HNS in further education is administered is available from the Education Funding Agency (students up to 18 and young people 19-25 who have a Learning Difficulty Assessment or Education, Health and Care Plan) and the Skills Funding Agency (students over the age of 19). 

Learning providers will also be aware that all awarding bodies2 now have to offer an accessible digital version of formal exams.

What is reasonable?

Our learner-focused guide ‘reasonable expectations’ outlines what accessibility and assistive technology support a learner can reasonably to expect to be available in post-16 providers. 

Use policies to establish and reinforce accessibility and inclusion

As organisations seek to enhance the digital student experience it is vital that accessibility is at the forefront of planning, procurement, training and delivery. Joining up policy to practice is perhaps the most significant way of ensuring that technology is routinely considered as one way of making a sustainable difference. 

Amplify accessibility benefits

Policy decisions that ignore accessibility are bad for disabled learners and also potentially create negative impacts for many more learners and the whole organisation, including substantial legal risks.  Conversely, policies that embed accessibility offer benefits far beyond their target audience as the table below shows: