The accessibility of administrative processes: Assessing the impacts on students in higher education

Administrative processes that need to be completed to maintain a basic standard of living, to study, or to attain employment, are perceived to create burdens for disabled people. The navigation of information, forms, communications, and assessments to achieve a particular goal raises diverse accessibility issues. In this paper we explore the different types of impacts these processes have on disabled university students. We begin by surveying literature that highlights the systemic characteristics of administrative burdens and barriers for disabled people. We then describe how a participatory research exercise with students led to the development of a survey on these issues. This was completed by 104 respondents with a diverse range of declared disabilities. This provides evidence for a range of impacts, and understanding of the perceived level of challenge of commonly experienced processes. The most common negative impact reported was on stress levels. Other commonly reported impacts include exacerbation of existing conditions, time lost from study, and instances where support was not available in a timely fashion. Processes to apply for disability-related support were more commonly challenging than other types of processes. We use this research to suggest directions for improving accessibility and empowerment in this space

The LCOGT Network

Motivated by the increasing need for observational resources for the study of time varying astronomy, the Las Cumbres Observatory Global Telescope (LCOGT) is a private foundation, whose goal is to build a global network of robotic telescopes for scientific research and education. Once completed, the network will become a unique tool, capable of continuous monitoring from both the Northern and Southern Hemispheres. The network currently includes 2 x 2.0 m telescopes, already making an impact in the field of exoplanet research. In the next few years they will be joined by at least 12 x 1.0 m and 20 x 0.4 m telescopes. The increasing amount of LCOGT observational resources in the coming years will be of great service to the astronomical community in general, and the exoplanet community in particular.Comment: 2 pages, 1 figure, to appear in the proceedings of IAU Symposium 276 "The Astrophysics of Planetary Systems: Formation, Structure, and Dynamical Evolution

Accessibility Coordinators: A model for embedded, sustainable change towards inclusive higher education

Higher education has seen a dramatic change over the last three decades. In this time, it has become open to groups of students that had not historically participated, leading to its democratisation, increased social inclusion and the breakdown of barriers to a previously elitist system. With these changes have come the moral and legislative requirements to ensure that all students, regardless of their circumstances or characteristics, have equitable study experiences. In the UK, higher education institutions have increasingly sought to develop and deliver curricula that are inclusive, particularly for students with disabilities, but changes to funding regimes have placed financial burdens on universities and exposed insecurities and gaps in academic staff skills and knowledge. These issues manifest as attainment gaps and the alienation of students the universities were making efforts to attract. Many universities seek to promote accessibility of teaching and learning but it can be challenging to operationalise accessibility systematically in institutions. In our UK university, this has been operationalised through a network of Accessibility Coordinators, operating in faculties throughout the university since 2010. These roles have become embedded to enact large-scale, consistent institutional change and have created substantial, sustainable improvements in accessibility and inclusive practice. In 2018, an evaluation of the Accessibility Coordinator role was conducted to assess how the role of Accessibility Coordinator has changed since its inception and investigate how these agents perceive the role needs to further adapt to respond to a changing higher education environment. In this paper, we present a model of how accessibility advocate roles can become embedded into an institutional structure, how the role may evolve over time and the factors involved in these changes. We review the role, beliefs and perceptions of these advocates by exploring their lived experiences, analysed in the context of change management theories. Finally, we explore how they adopt and adapt to the role, shaping it according to their context, skillset, interests and environment, and forming a change community with other advocates. In sharing this, we seek to posit a model that can be adapted into a framework for other educational institutions to create, embed, support and evaluate accessibility (or other inclusion) advocates in their own contexts

Learning Needs, Barriers, Differences and Study Requirements: How Students Identify as ‘disabled’ in Higher Education

Higher educational institutions (HEIs) often categorise certain students as ‘disabled’ in order to support inclusive and equitable study. ‘Disabled’ students studying in higher education may be asked to ‘disclose a disability’, request and agree ‘reasonable adjustments’ that their institution will ‘provide’ them, and engage with processes such as applying for ‘Disabled Students’ Allowance’. However, there is little understanding of preferences and comfort with language in this area, and if students do not identify with terms such as ‘disabled’, this can create barriers to requesting or accessing support. This paper describes a qualitative study to investigate language preferences for common points of communication with the HEI. We held interviews and focus groups with students (n=12) and utilised discourse analysis to investigate the language used and student perceptions of language. We identified three distinct models of language used to discuss study needs relating to a ‘disability’, each with language norms and specific nomenclature. Furthermore, we found divergence in preferences in language, leading us to argue that differential and inclusive approaches to language use should be explored

Understanding Accessibility as a Process through the Analysis of Feedback from Disabled Students

Accessibility cannot be fully achieved through adherence to technical guidelines, and must include processes that take account of the diverse contexts and needs of individuals. A complex yet important aspect of this is to understand and utilise feedback from disabled users of systems and services. Open comment feedback can complement other practices in providing rich data from user perspectives, but this presents challenges for analysis at scale. In this paper, we analyse a large dataset of open comment feedback from disabled students on their online and distance learning experience, and we explore opportunities and challenges in the analysis of this data. This includes the automated and manual analysis of content and themes, and the integration of information about the respondent alongside their feedback. Our analysis suggests that procedural themes, such as changes to the individual over time, and their experiences of interpersonal interactions, provide key examples of areas where feedback can lead to insight for the improvement of accessibility. Reflecting on this analysis in the context of our institution, we provide recommendations on the analysis of feedback data, and how feedback can be better embedded into organisational processes

Designing an Assistant for the Disclosure and Management of Information about Needs and Support: the ADMINS project

In this paper, we describe accessible design considerations for the Assistants for the Disclosure and Management of Information about Needs and Support project (ADMINS). In ADMINS, artificial intelligence (AI) services are being used to create a virtual assistant (VA), which is being designed to enable students to disclose any disabilities, and to provide guidance and suggestions about appropriate accessible support. ADMINS explores the potential of a conversational user interface (CUI) to reduce administrative burden and improve outcomes, by replacing static forms with written and spoken dialogue. Students with accessibility needs often face excessive administrative burden. A CUI could be beneficial in this context if designed to be fully accessible. At the same time, we recognise the broader potential of CUIs for these types of processes, and the project aims to understand the multiple opportunities and challenges, using participatory design, iterative development and trials evaluations

Gemini and Lowell observations of 67P/Churyumov−Gerasimenko during the <i>Rosetta</i> mission

We present observations of comet 67P/Churyumov−Gerasimenko acquired in support of the Rosetta mission. We obtained usable data on 68 nights from 2014 September until 2016 May, with data acquired regularly whenever the comet was observable. We collected an extensive set of near-IR J, H and Ks data throughout the apparition plus visible-light images in g', r', i' and z' when the comet was fainter. We also obtained broad-band R and narrow-band CN filter observations when the comet was brightest using telescopes at Lowell Observatory. The appearance was dominated by a central condensation and the tail until 2015 June. From 2015 August onwards, there were clear asymmetries in the coma, which enhancements revealed to be due to the presence of up to three features (i.e. jets). The features were similar in all broad-band filters; CN images did not show these features but were instead broadly enhanced in the southeastern hemisphere. Modelling using the parameters from Vincent et al. replicated the dust morphology reasonably well, indicating that the pole orientation and locations of active areas have been relatively unchanged over at least the last three apparitions. The dust production, as measured by A(0°)fρ peaked ∼30 d after perihelion and was consistent with predictions from previous apparitions. A(0°)fρ as a function of heliocentric distance was well fitted by a power law with slope −4.2 from 35 to 120 d post-perihelion. We detected photometric evidence of apparent outbursts on 2015 August 22 and 2015 September 19, although neither was discernible morphologically in this data set

Creating Stories of Learning, for Learning: Exploring the Potential of Self-Narrative in Education with ‘Our Journey’

Participatory research led us to identify that students lacked means to represent their individual journeys through study and that their diverse goals, challenges and personal contexts were not easily understood. Prompted by this, we created ‘Our Journey’ to support them and harness the value of these narratives as a means for reflection and communication. This paper explores self-narrative processes and how they can be beneficial, describes the design of Our Journey, and introduces examples of collaboratively-developed pilots, where different activities using the platform are being devised and trialled. We reflect here on how new opportunities for self-narrative creativity can be supported in simple and engaging ways, and how flexibility in the design means the same underlying structure can be used online and in a physical form, for one-off retrospective narratives and ongoing journal activities, and with prompts for individual and shared reflection as appropriate

Accessible Inclusive Learning: Futures

The last chapter outlined some key approaches and challenges that we have seen when conducting research that seeks to make learning accessible to all. Here, we explore newer trends that are directing our current research and practice in this area. These promising directions include devising models for global networks, the potential to collect and use data to understand learning experiences in new ways, and new opportunities arising through artificial intelligence. By exploring current and recent projects around these areas, we also highlight some emerging tensions. Finally, we return to thinking about how we conduct research, considering how concepts of bricolage and guerrilla research can be an important part of our palette of approaches

Accessible Conversational User Interfaces: Considerations for design

Conversational user interfaces (CUIs), such as chatbots and voice assistants, are increasingly common in areas of day-to-day life, and can be expected to become ever more pervasive in the future. These interfaces are being designed for ever more complex interactions, and they appear to have potential to be beneficial to people with disabilities to interact through the web and with technologies embedded in the environment. However, to fulfil this promise they need to be designed to be accessible. This paper reviews a range of current guidance, reports, research and literature on accessible design for different disability groups, including users with mental health issues, autism, health conditions, cognitive disabilities, dyslexia or learning difficulties, and sensory, mobility or dexterity impairments. We collate the elements from this body of guidance that appear relevant to the design of accessible CUIs, and instances where guidance presents issues which are less conclusive, and require further exploration. Using this, we develop a set of questions which could be useful in the further research and development of accessible CUIs. We conclude by considering why CUIs could present opportunities for furthering accessibility, by introducing an example of this potential – a project to design an assistant to support students to disclose their disabilities and organise support, without the need to fill in forms