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E-Learning and Disability in Higher Education
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Table of Contents

1. CONTEXTUALING THE SCENE
Chapter 1: Opening up spaces for dialogue, critique and imagination in accessibility research and practice.
Chapter 2: Being a disabled student in higher education.
Chapter 3: Drivers for change in higher education accessibility practice.
Chapter 4: The stakeholders of accessibility practice.

2. SURVEYING THE SCENE: MAKING SENSE OF PRACTICE
Chapter 5: Guiding accessibility practice.
Chapter 6: Evaluating accessibility practice.
Chapter 7: Conceptualising accessibility practice.

3. CRITIQUING THE SCENE: MAKING SENSE OF VOICES AND SILENCES
Chapter 8: Mediated voices: what do we really know about disabled students' accessibility experiences?
Chapter 9: Missing voices: What do we really know about the perspectives
and experiences of accessibility stakeholders?
Chapter 10: The call for accessibility training and the silences surrounding what works.
Chapter 11: Critical silences around Universal Design.

4. RE-IMAGINING THE SCENCE: VOICING THE FUTURE FOR ACCESSIBILITY RESEARCH AND PRACTICE

Chapter 12: Re-imagining accessibility research: methods to enable a democratic voice to be heard.
Chapter 13: Re-imagining accessibility practice: embracing the discourse of digital inclusion.

About the Author

Dr. Jane K. Seale is a Professor of Inclusive Education in the Graduate School of Education, University of Exeter, UK.

Reviews

"In this second edition of Seale's go-to text, she accurately re-imagines the disability and e-learning landscape in accordance with shifting paradigms, moving away from a role-based emphasis towards a stakeholder approach that emphasises a more socially inclusive perspective. This book should be read in its entirety by anyone working in e-learning or accessibility, and provides a useful resource for anyone teaching in higher education today."-Dr. Simon Ball, Senior Advisor at Jisc TechDis

"This book makes a powerful argument to transform accessibility into a more participatory and inclusive concept. Drawing on Freire's notion of critical pedagogy, Seale offers a critical, detailed analysis of research surrounding accessibility practice and shows that there are alternatives, such as participatory research, that foster `digital inclusion' and increase agency for people with disabilities."-Dr. Alan R. Foley, Associate Professor of Instructional Technology, Syracuse University

"Seale provides a very comprehensive yet personalized, practical approach to the topic of e-learning, disability, and higher education. This is an important read for instructors, researchers, disability service providers and, of course, students with disabilities in higher education."-Dr. Robert A. Stodden, Director and Professor, Center on Disability Studies, University of Hawaii at Manoa

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