Recent developments in the field of education have led to a proliferation of educational technologies (or “ed-tech”), yet access to educational content for students with special needs remains a challenge. This research study aims to assess the current state of accessibility in emerging ed-tech and to identify barriers in enabling educational content to be born accessible. Detailed discussions with various ed-tech platforms revealed less of a need for technical tools, but a more prevailing need for knowledge and education around accessibility – what it means and how best to incorporate accessibility into their platforms. The more experienced teams advocate incorporating accessibility into product development right from the design phase, while the younger teams expressed challenges in navigating accessibility laws and the dire need for easy-to-follow guidelines and best practices. A detailed review of educators' content creation processes reveals multiple dependencies in the ecosystem of ed-tech where partnerships and compatibilities are crucial in enabling accessibility throughout the process. Likewise, an urgent need exists for increasing awareness of accessibility among instructors authoring educational content using emerging ed-tech.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc407857 |
| Date | 12 1900 |
| Creators | Vora, Disha |
| Contributors | Squires, Susan, Nuñez-Janes, Mariela, Fruchterman, Jim |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Vora, Disha, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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