Improving Accessible Digital Practices in Higher Education: Challenges and New Practices for Inclusion

Acknowledgments
	Grants
	Figures
Contents
Notes on Contributors
List of Figures
List of Tables
Chapter 1: Introduction
	Contextualising the Scene
		Definitions and Use of Terms
		Accessibility Legislation
	Conceptualising the Scene: Integrating Research and Practice
	Conceptualising the Scene: A Thematic Overview
		Effective Models and Frameworks
		New Stakeholder Perspectives
		New Designs
		Effective Transition Practices
		New Solutions
	Conclusion
	References
Chapter 2: Higher Education, Information and Communication Technologies and Students with Disabilities: An Overview of the Current Situation
	Statistics Regarding the Success of Students with Disabilities in Higher Education
	Higher Education and Information and Communication Technologies: Turn of the Century to Current Times
		Specialized Assistive Technology
		E-Learning and Classroom Use of ICTs
		Blurring the Lines Between Adaptive and General Use ICTs
	Higher Education and Information and Communication Technologies: The Next Wave
		Mobile Technologies
		Cloud Computing
		The Internet of Things
		Artificial Intelligence
	Information and Communication Technologies and Students with Disabilities: The Good, the Bad, and the Really Problematic Practices
		The Good
		The Bad
		The Really Problematic
	Implications for Future Research and Practice
		Stakeholder Knowledge of ICT
		Design and Development Issues
	Conclusion
	References
Chapter 3: Accessibility Frameworks and Models: Exploring the Potential for a Paradigm Shift
	Common Frameworks That Influence the Design of Accessibility Services
		Universal Design: An Example of Combining Frameworks
		Universal Design in Higher Education (UDHE): A Specific Application of UD
		The Inclusive Campus Model: An Example of How a Framework Can Underpin a Model
	Do We Need Something Other than (or in Addition to) Existing Frameworks and Associated Models in Order to Activate a Paradigm Shift Toward More Inclusive ICT and Practices?
		The Holistic Model of Accessibility for e-Learning Applications
		The VIVID (Vision Impaired Using Virtual IT Discovery) Model for e-Learning Applications
		The Composite Practice Model for AT Service Delivery
		A Staff Development Model
		A Model of Accessibility Services
		A Contextualized Model of Accessible e-Learning Practice
		The EU4ALL Model
		An Overview of the Characteristics and Potential of Accessibility Models Presented
	Implications for Future Research and Practice
		What Approaches to Implementing Accessibility Models and Frameworks Are Required?
		How Can Research Help to Measure the Success of Any Paradigm Shift?
	Conclusion
	References
Chapter 4: New Perspectives on Stakeholders: Who Needs to Step Up to the Plate and How?
	An Overarching Framework for Examining Stakeholders’ Roles
	Getting Everyone on the Field: More Than One Player Needs to Hold the Ball
		What Might Be Considered To Be Effective Practice in Engaging All the Relevant Stakeholders?
	Identifying Everyone Who Needs To Be on the Field: Maintaining a Deep Bench
		Targeting Key Stakeholders
		Engaging Ignored Stakeholders
		Bringing in New Stakeholders
	Implications for Future Research and Practice
		Creating New Practices
		Developing a Game Plan for Institutional Change
	Conclusion
	References
Chapter 5: New Designs or New Practices? Multiple Perspectives on the ICT and Accessibility Conundrum
	AT Is Essential
	Even if Mainstream ICTs Are Made More Accessible, Some AT Will Be Required to Compensate for Inaccessible Environments
	The Design of Mainstream Devices Needs To Be Improved
		Ensuring Workflow Is Not Interrupted
		Ensuring Mainstream Technologies Integrate Better with AT
	Students with Disabilities Are Happy to Use Both Mainstream and Specialist ICTs
	Implications for Research and Practice
		Improving Design Issues Related to Specialist Technologies
		Improving Design Issues Related to Mainstream Technologies
	Conclusion
	References
Chapter 6: New Practices: Promoting the Role of ICT in the Shared Space of Transition
	What Makes a Successful Transition Program?
		The Role of ICT in Successful Transition
	International Examples of Transition Practice Involving ICT
		Evidence-Based and Skills-Building Transition Programs: A US Case Study
		Transition-Related Skills-Building Delivered Through ICT: A Canadian Case Study
		Law-Based, Third-Party Support: A German Case Study
		Providing Support for Different Transition Pathways: An Israeli Case Study
	Implications for Future Research and Practice
	Conclusions
	References
Chapter 7: New Solutions, Future Possibilities
	Opening Up Spaces for Imagination
	Categories of ‘Futures Thinking’ and Their Application to the Field of ICT, Disability and Higher Education
		Present Changes
		Questioning
		Possible Futures
		Probable Futures
		Preferable Futures
	Can ‘Futures Thinking’ Resolve Tensions in the Field?
	Conclusion
	References
Index