Between the Stacks, 12-2021

The December 2021 edition of the University Libraries monthly newsletter presenting a calendar of events for the month, library announcements, a list of new employees and position changes, professional development opportunities, and an article from the Accessibility Committee on universal design

Auditing the accessibility of Massive Open Online Courses (MOOCs)

The outcome from the research being reported in this paper is the design of an accessibility audit to evaluate Massive Open Online Courses (MOOCs) for accessibility and to arrive at solutions and adaptations that can meet user needs. This accessibility audit includes expert-based heuristic evaluations and user-based evaluations of the MOOC platforms and individual courses

Etiquette Seminar on Golf and Players with Disabilities

National Center on Accessibility, Lone Tree Country Clu

Between the Stacks, 11-2021

The November 2021 edition of the University Libraries monthly newsletter presenting a calendar of events for the month, library announcements, a list of employee publications and presentations, accessibility checkers resources, and an article from the Accessibility Committee

Between the Stacks, 10-2021

The October 2021 edition of the University Libraries monthly newsletter presenting a calendar of events for the month, library announcements, a list of new employees, professional development information, and an article from the Accessibility Committee

Guidance on the principles of language accessibility in National Curriculum Assessments : research background

This review accompanies the document, which describes the principles which should guide the development of clear assessment questions. The purpose of the review is to present and discuss in detail the research underpinning these principles. It begins from the standpoint that National Curriculum assessments, indeed any assessments, should be: - appropriate to the age of the pupils - an effective measure of their abilities, skills and concept development - fair to all irrespective of gender, language, religion, ethnic or social origin or disability. (Ofqual, 2011) The Regulatory Framework for National Assessments: National Curriculum and Early Years Foundation Stage (Ofqual, 2011) sets out a number of common criteria which apply to all aspects of the development and implementation of National Assessments. One of these criteria refers to the need for assessment procedures to minimise bias: “The assessment should minimise bias, differentiating only on the basis of each learner’s ability to meet National Curriculum requirements” (Section 5.39, page 16). The Framework goes on to argue that: “Minimising bias is about ensuring that an assessment does not produce unreasonably adverse outcomes for particular groups of learners” (Annex 1, page 29). This criterion reinforces the guiding principle that any form of assessment should provide information about the knowledge and understanding of relevant content material. That is to say that the means through which this knowledge and understanding is examined, the design of the assessment and the language used should as far as possible be transparent, and should not influence adversely the performance of those being assessed. There is clearly a large number of ways in which any given assessment task can be presented and in which questions can be asked. Some of these ways will make the task more accessible – that is, easier to complete successfully – and some will get in the way of successful completion. Section 26 of the Fair Access by Design (Ofqual, 2010) document lists a number of guiding principles for improving the accessibility of assessment questions, although the research basis for these principles is not made completely clear in that document. The aim of the current review is to examine the research background more closely in order to provide a more substantial basis for a renewed set of principles to underpin the concept of language accessibility. In the review, each section will be prefaced by a statement of the principles outlined in Guidance on the Principles of Language Accessibility in National Curriculum Assessments and then the research evidence underpinning these principles will be reviewed

National Forum on Accessible Golf IV

National Center on Accessibilit

Does Accessibility Planning address what matters? A review of current practice and practitioner perspectives

'Accessibility' has become commonplace in transport planning and as such there is a plethora of interpretations of what accessibility means, what constitutes a good measure of accessibility, and how this might be applied in practice. This paper presents an overview of approaches to measuring accessibility and presents a case study of Accessibility Planning in England — one approach to formalising the concept of accessibility. Results of semi-structured interviews with local authority officers are discussed to establish whether current approaches, allow their desired outcomes to be met. This approach demonstrates where there might be gaps between measured or modelled accessibility and the perceptions of the individuals. Findings suggest that while the process is deemed useful in raising the profile of accessibility issues, measures of accessibility do not necessarily easily translate into quantifying benefits of those improvements that are perceived by practitioners to improve accessibility and reduce transport disadvantage