Abstract:

The digital transformation holds significant opportunities for the inclusion of individuals with disabilities in the higher education context. Modern digital Information and Communication Technologies (ICT) have the potential to facilitate equitable and self-determined participation in higher education. However, achieving digital accessibility requires deliberate decisions and initiative-taking measures. These include the development of ICT, the creation of digital educational content, establishing standards, and awareness-raising activities for faculty members. Studies emphasize the dynamic nature of digital accessibility, acknowledging it as an ongoing process [1-3].

This contribution focuses on the project "E-Accessibility in Higher Education" at the University of Applied Sciences Northwestern Switzerland (FHNW). The project explores the opportunities and risks of digitalizing education for individuals with disabilities. It examines how digital ICT can be made accessible to promote inclusion and prevent the emergence of new barriers in learning, teaching, and assessment. In addition, efforts will be made to sensitize faculty members. A successful implementation is dependent on collaborative efforts. Our project activities are grounded in the "Big Five of Digital Accessibility," derived from the Web Content Accessibility Guidelines (WCAG) and Universal Design principles. These Big Five provide a comprehensive approach to integrating the topic into higher education, offering simplicity suited for everyday use and serving as a foundation to seamlessly connect diversity and digitalization. Notably, the Big Five can be tailored to several types of disabilities [4].

In the upcoming presentation, I will provide an exposition of our Big Five model, which is available as an Open Educational Resource (OER). This model has been instrumental in our systematic efforts to progressively improve accessibility within a large and interdisciplinary university of applied sciences. The advancements we have made extend across three key dimensions: structural, cultural, and practical aspects, as outlined in the work of Steiner and Kaiser [3]. To shed light on the practical application of our approach, I will delve into specific learning development projects. Throughout the discussion, I will address both the factors contributing to success and the challenges encountered, drawing on concrete examples from these distinct learning initiatives.

References:
[1] F.H.F. Botelho, “Accessibility to digital technology: Virtual barriers, real opportunities”, Assistive Technology, vol. 33, p. 27-34, 2021.
[2] W.K. Bong, W. Chen, “Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review”. International Journal of Inclusive Education, 2021.
[3] O. Steiner and F. Kaiser, “E-Inclusion of People with Disabilities in Vocational and Professional Education and Further Training Organisations in Switzerland: First Results of a Quantitative Survey”, in Universal Access in Human-Computer Interaction (M. Antona and C. Stephanidis, eds.), p. 417-433, Cham: Springer, 2023.
[4] A. Bolfing, A. Gerber, and A. Koszuta, "Digitale Zugänglichkeit mit den Big Five unterstützen - Erfahrungen aus einem strategischen Entwicklungsprojekt an der Fachhochschule Nordwestschweiz", In fnma, vol. 4, pp. 15-18, 2023.

Keywords:

Higher Education, digital Accessibility, Inclusion, Awareness, University, people with disabilities.