Training experts in inclusive practices for an equity on access to culture in Europe

Access to cultural content should be offered by several services available by default. If access services are thought, and budgeted, in the production phase, they are better integrated, and cultural content can be enjoyed by all patrons. How to integrate access services in the production of any cultural good relays on education. Until accessibility enters the syllabus in primary and secondary education curricula, and also in higher education, much work needs to be done. Until such a time when accessibility is normalized as a must-carry requirement, the work of experts in media accessibility will be needed to add accessibility in postproduction stages. The main focus of the chapter is training in postproduction accessibility. The enterprise is looked from many angles, but in all cases putting the end user at the center to understand their needs and expectations. To illustrate our approach to the subject, three European projects funded under the Erasmus + scheme will be used as examples: ACT (Accessible Culture and Training), ADLAB PRO (field of audio description), and ILSA (Interlingual Live Subtitling for Access

User requirements when designing learning e-content : interaction for all

Learning is a fundamental Human Right and in the Information Society learning has become an audiovisual experience. Audiovisual interactive learning materials, virtual learning environments and platforms, and online applications are the standard format where learning happens. Having access to this e-learning environment and content is fundamental to fulfil the right to education, but also the UN Convention on the Rights of Persons with Disabilities, which mentions 'nothing about us without us' leading to take into consideration persons with disabilities when designing all learning elements. Therefore, accessibility has to be integrated in every step of the design process to avoid costly and unsatisfactory ad hoc solutions. How to contact end users and request their information and participation is an unavoidable challenge. Questionnaires have been the traditional tool to enquire users about their needs and preferences. Still, how to draft pertinent questionnaires to gather meaningful information is not a straightforward activity, but one that varies with fashions and schools of thought. For example, the Medical and the Social Models share equal popularity to classify user disabilities. In this chapter we will depart from the fact that access to education is a Human Right, and from the experience of designing an accessible MOOC. The second part of the chapter will revise some of the mostused models of disability and we will explore a more holistic approach based on user capabilities. This will allow researchers in Education to focus on the aspects they can provide a solution to, instead of dealing with physiological tags that offer a simplified view of realit