Managing Disability Information Flow in an Academic Institutional Environment
Article
Bin Ling, Colin Allison, James Ross Nicholl, Luke Moodley, Dave Roberts, University of St Andrews, United Kingdom
International Journal on E-Learning, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Disabled students require full access to the higher education curriculum without suffering from discrimination due to their disability. This is a simple ethic of civilised societies, but is also increasingly becoming a legal imperative. In a relatively small number of cases access may mean accommodating manifest physical impairments such as those that can occur with sight, hearing, and mobility. In the majority of cases however a disability is likely to be far less obvious, such as dyslexia, mental health, or diabetes, but still necessitates special action from those delivering the curriculum.
Citation
Ling, B., Allison, C., Nicholl, J.R., Moodley, L. & Roberts, D. (2007). Managing Disability Information Flow in an Academic Institutional Environment. International Journal on E-Learning, 6(2), 213-233. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/21969/.
© 2007 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Allison, C., Ling, B., Bain, A., & Nicoll, R. (2003, August), Addressing academic needs in managed learning environments. Proceedings of the 4th Annual LTSN-ICS Conference (pp. 227-231). NUI Galway, Ireland. ISBN 0-9541927-4-5.
- Doyle, C., & Robson, K. (2002), Accessible curricula– Good practice for all. Cardiff, Wales: University of Wales Institute. ISBN: 1-902724-53-4.
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