1. Aims and objectives
The aim of this research is to investigate the current state of
knowledge concerning the accessibility for disabled students of virtual
learning environments (VLEs) in UK further education (FE) and higher
education (HE) institutions, particularly since the introduction
of SENDA – the Special Educational Needs and Disability Act 2001.
The study builds on existing research on the accessibility of the ‘end-product’ (i.e.
the VLE course itself) - for example Stiles (2001), Evans and Sutherland
(2002). It maps the points along the ‘critical path’ of
VLE-based courses where accessibility problems originate, and makes
recommendations about ways in which accessibility for UK students
using VLEs can be improved.
The study is based on:
- an extensive literature review
- an online survey, and
- a series of interviews with
individuals from a number of contrasting FE and HE
institutions.
It uses both quantitative and qualitative
data to elucidate the (mainly) non-technical factors that influence
the accessibility
of VLE-delivered
courses in FE and HE institutions.
This report first defines the
terms used in the research, and the scope of the study. Sections
4 to 6 map the broad issues
in post-16
education, in disability in education, in e-learning and in
web and VLE accessibility. The focus narrows in section 7 to the
specific results of this research. The final sections outline
conclusions
and recommendations.
All pages and content copyright © Sara Dunn 2003, unless otherwise stated.