Inclusive practice: joining the dots… Digital inclusion Inclusive practice: joining the dots…Digital inclusion Margaret McKay, subject specialist, access and inclusion, Jisc

The medical model: Model of disability “I struggle to make sense of written information.” Student The medical model: A physical / sensory impairment, dyslexia or neurological difference is the disabling factor. “I struggle to make sense of written information.” Student The medical model: A physical / sensory impairment, dyslexia or neurological difference is the disabling factor.

Expectations for institutions to Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all) Equality impact assess, Embed and mainstream, Clear evidence base, Devolve responsibility, Investment in technology, Develop digital capability. Equality impact assess, Embed and mainstream, Clear evidence base, Devolve responsibility, Investment in technology, Develop digital capability. 01/01/2019 01/01/2019

Disability support: Dept. of Walls and Ladders Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all) (Seale, J. (2013a). E-learning and Disability in Higher Education: Accessibility Theory and Practice. 2nd Edition. Routledge: London, New York). Disability support: Dept. of Walls and Ladders 01/01/2019 01/01/2019

What if it isn’t the student who is ‘less able’? I struggle to create documents that can be read efficiently. Admin/marketing I struggle to communicate ideas/information using other means e.g. mind maps, audio or video clips. Lecturer The social model: The environment is the disabling factor - eg inaccessible resources. I don’t understand the accessibility features that could be used in our e-book platforms. Library manager I feel less comfortable advising students on text to speech on their mobile devices. Disability manager I don’t know how to set up Windows, browsers and the learning platform for reading support. Network / e-learning manager tiny.cc/Jisc-digital-capability What if it isn’t the student who is ‘less able’? The social model: The environment is the disabling factor - eg inaccessible resources. I struggle to create documents that can be read efficiently. Admin/marketing I struggle to communicate ideas/information using other means e.g. mind maps, audio or video clips. Lecturer I don’t understand the accessibility features that could be used in our e-book platforms. Library manager I feel less comfortable advising students on text to speech on their mobile devices. Disability manager I don’t know how to set up Windows, browsers and the learning platform for reading support. Network / e-learning manager Jisc Digital Student Experience Tracker 2017 and Jisc Digital Student Learner Stories

Institutional readiness - policies to practice Which of these policy areas addresses accessibility/inclusion in your organisation? Procurement Quality assurance / teaching and learning Course design and delivery IT and infrastructure Digital resources Staff training/development Student support/disability support www.menti.com and add code 30 92 57 Which of these policy areas addresses accessibility/inclusion in your organisation? Procurement Quality assurance / teaching and learning Course design and delivery IT and infrastructure Digital resources Staff training/development Student support/disability support

Policies and practice What did you say? What did you say?

What difference would it make if... You knew all students could access course content whenever and wherever they wanted, because platforms, resources and devices were designed to be as barrier-free as possible? You knew all staff had the skills and support needed to improve engagement and encourage student independence? You knew all students were enabled to be independent with technology with fewer additional adjustments? You knew all students could access course content whenever and wherever they wanted, because platforms, resources and devices were designed to be as barrier-free as possible? You knew all staff had the skills and support needed to improve engagement and encourage student independence? You knew all students were enabled to be independent with technology with fewer additional adjustments?

Your experiences? Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all) Mainstreamed inclusive policies University of Kent KIPs and University of Edinburgh mainstreamed learning adjustments Can you share examples of embedded institutional practice in your own institution? Feel free to use the chat pane to share some examples. Mainstreamed inclusive policies University of Kent KIPs and University of Edinburgh mainstreamed learning adjustments Can you share examples of embedded practice in your own instruction? Feel free to use your audio or to add your examples in the chat pane What processes were undertaken to ensure that this happened? Who needed to be involved? 01/01/2019 01/01/2019

Staff digital capability: what if…. Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all) Accessible content, Mainstreaming the use of assistive technologies and promoted to all, Accessible procurement & platforms, Embedded into institutional systems, Mobile productivity/accessibility. Accessible content, Mainstreaming the use of assistive technologies and promoted to all, Accessible procurement & platforms, Embedded into institutional systems, Mobile productivity/accessibility. tiny.cc/student-expectation 01/01/2019 tiny.cc/student-expectation 01/01/2019

Activity how accessible is my PDF based prospectus? Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all) Activity how accessible is my PDF based prospectus? Go to your institutions web page and find a copy of your prospectus. Is it in PDF format? How easy is it to personalise? Go to menti.com, try working through the questions How accessible is my prospectus? www.menti.com & add code 80 15 96 I can navigate by bookmark in left hand column I can magnify text x 200% When magnified text doesn't fall off the page I can listen to information being read out loud I can change the colour of text and background www.menti.com & add code 80 15 96 01/01/2019 01/01/2019

Jisc support: accessibility health check Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all) We can work with you to help provide your institution with an accessibility health check. What would the experience of a tech savvy student accessing your platforms and information for the first time be like? website, prospectus, learning platform, library platform assistive technologies availability. What is your student experience? https://tiny.cc/jiscAI What is your students experience? __________ We can work with you to help provide your institution with an accessibility health check. What would the experience of a tech savvy student accessing your platforms and information for the first time be like? website, prospectus, learning platform, library platform assistive technologies availability. What is your student experience? ____________ https://tiny.cc/jiscAI 01/01/2019

Autumn online courses - Inclusive policies: Audience - Senior managers. Session 1: data and evidence. Session 2 - joined up thinking. Session 3 - defining entitlements. Session 4 - prioritise, promote, embed. Audience - Senior managers. Session 1: data and evidence. Session 2 - joined up thinking. Session 3 - defining entitlements. Session 4 - prioritise, promote, embed.

Future online courses - Inclusive delivery Audience - Quality managers, academic leads, CPD trainers). Session 1: Hidden solutions. Session 2 - Digital - spectrum of inclusion. Session 3 - Supporting engagement. Session 4 - Inclusive assessments. Audience - Quality managers, academic leads, CPD trainers). Session 1: Hidden solutions. Session 2 - Digital - spectrum of inclusion. Session 3 - Supporting engagement. Session 4 - Inclusive assessments.

Future online courses - Supporting independence Audience - Disability support staff and library staff. Session 1: Inbuilt tools to promote. Session 2 - Browsers as assistive technologies. Session 3 - Pocket independence. Session 4 - Making it known - productivity tools and e-book accessibility. Audience - Disability support staff and library staff. Session 1: Inbuilt tools to promote. Session 2 - Browsers as assistive technologies. Session 3 - Pocket independence. Session 4 - Making it known - productivity tools and e-book accessibility. .

Accessibility health check process https://tiny.cc/jiscAI Contacts and follow up Accessibility health check process https://tiny.cc/jiscAI Contact your account manager re setting up a health check https://www.jisc.ac.uk/contact/your-account-manager Online inclusion courses soon to be advertised https://www.jisc.ac.uk/training Jisc Accessible organisation blog tiny.cc/accessible-orgs Questions or clarification? margaret.mckay@jisc.ac.uk Find out more about the health check process - https://tiny.cc/jiscAI Contact your account manager re setting up a health check https://www.jisc.ac.uk/contact/your-account-manager Online inclusion courses soon to be advertised https://www.jisc.ac.uk/training Jisc Accessible organisation blog tiny.cc/accessible-orgs Questions or clarification? margaret.mckay@jisc.ac.uk