Stimulating Thinking About Digital Accessibility

Chloë Hynes
Twitter Profile: @PDNorth_FE 26th April 2022

This guidance brings together numerous hints, tips and other resources in order to support practitioners to facilitate online accessibility considerations. Using government legal requirements (for websites and apps) and advice as a starting point, this resource aims to demystify what can be a complex and/or challenging subject for practitioners. The problem this resource aimed to solve, is how overwhelming digital accessibility considerations can initially appear to be in a range of learning spaces (online, blended, hybrid or asynchronous). It does so, by bringing together tips, links and ideas from different places and relating the topic to multiple areas of the workplace; be that the learning space, staffroom, or organisational level.

Targeted Audience

SLT, APs and practitioners working in any area of the FE sector and teaching or supporting any subject.

Resource effectiveness in solving the identified problem

The resource successfully brought together a number of hints, tips, information, useful frameworks and some CPD links in one place and on one easy to digest document. This provided a one sheet (on 2 pages!) that could be shared with colleagues within the organisation. It contained sufficient information to act as a starting point for individuals to explore accessibility adaptations and considerations dependent on their position within the organisation (in addition to their responsibility for the use and management of online platforms), their role and the subject they teach.

Use, impact and benefits seen from learners

As yet, the resource has not been used. However, I have shared it for initial feedback from colleagues and peers who have helped me to develop and finalise it for sharing. Upon sharing, I hope to see practitioners’ time (and therefore overwhelm) focussing on accessibility adaptions being reduced. I also hope practitioners’ feel accessibility has been somewhat demystified and easier to consider in learning spaces as much as working spaces. Ultimately, I hope the resource goes a little way to enabling accessibility to be more well-considered, holistic and an essential part of everyday practice, rather than being achieved by luck or token (with reference to the: FE/ HE accessibility maturity model:

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