Digital accessibility in education: here's what you need to know
Education is becoming increasingly digital. This offers opportunities for everyone, including pupils and students with various functional limitations. But these digital developments can also actually create barriers. Only by taking digital accessibility into account can everyone participate as independently as possible. In this article, you will read more about what you need to know about digital accessibility in education.
The importance of digital accessibility in education
By taking digital accessibility into account, you can really make a difference for students and pupils. If your classes are not accessible, you may be depriving them of the opportunity to develop themselves further. So it is very important to take this into account!
For example, the Higher Education Policy Monitor 2020-2021 showed that one in three higher education students has a disability. Quite a lot, in other words! They may experience obstacles in their studies, such as not being able to use digital resources properly. From tests, e-books, online meetings or lectures to the systems used: if these kinds of products are not set up properly, not everyone can keep up.
What does the law say?
There are several laws around digital accessibility that also apply to education. One of these is the UN Convention on the Rights of Persons with Disabilities. This convention states that people with disabilities or chronic illnesses have the right to equal treatment.
Since 2016, this UN convention has also been incorporated into Dutch law. This was done partly by amending the Equal Treatment on the Basis of Disability or Chronic Illness Act. In it, the Dutch government requires that everyone is treated equally and can participate in society. It states, for example, that providers of goods and services must ensure accessibility. So this also applies to education.
The Higher Education and Scientific Research Act also mentions accessibility for students with disabilities. This is one of the quality aspects on which new and existing programmes must be tested.
Education is thus required by various laws to pay attention to accessibility in general, but there is no specific legislation (yet) targeting digital accessibility for education.
Paying attention to digital accessibility in education
To know what your digital products must comply with to be as digitally accessible as possible, international guidelines have been created. These are the Web Content Accessibility Guidelines (WCAG). These are guidelines that take into account various functional limitations. But it is of course also very important to talk to pupils and students with disabilities. What do they encounter? What can you improve so that they can participate more easily? For this article, we highlight three aspects of digital (accessible) education: systems, teaching materials and meetings.
Systems
Different educational institutions often use different digital systems or platforms. For example, pupils and students can easily view their timetables or grades, but also, for example, look back at lessons or download teaching materials.
This can be very useful. If the platform is clearly laid out and well-structured, students can find information easily. But if this kind of system is not digitally accessible, it becomes very difficult for some to use it properly.
Maybe it is very difficult to find information on your platform because the structure is not clear. And, for example, is your platform navigable even if someone does not use a mouse, i.e. only the keyboard? Can the platform also be used by a student who is blind?
So pay attention to accessibility when buying a new tool or new software. If this has not been taken into account, especially with some more complex systems, it can become very difficult for pupils or students with disabilities to use them.
Teaching material
Various types of teaching materials are used in education today. Where 'in the past' books might have been used mainly, there is now the choice of e-books, videos and, for example, apps. This can be very nice. Different people learn in different ways, and having different types of learning materials can help with this. E-books, for example, can also be read by students who are blind. But all those pdf documents with 100 pages of scans? That quickly becomes quite difficult. Also, if you post videos without subtitles, for example, these will not be able to be followed by deaf students. So make sure the learning materials you provide are accessible. Is this not the case? Then make sure you offer an accessible alternative.
Meetings
Digital meetings, i.e. lessons or working groups, can be very nice for pupils and students with disabilities. For some people, for example, travelling takes extra energy. Online meetings can then be a godsend. This leaves them with energy for other activities.
Of course, there are also challenges to online meetings. For instance, some students may actually find it more difficult to concentrate for long periods of time. Also, staring at a screen for long periods of time can be quite tiring. Furthermore, it is good to pay attention to the way you teach, for example. If you show a presentation and base your story on it, but you have students who cannot see the presentation, these students will miss important information.
Also be aware that not everyone has good equipment or a good internet connection, or a good place where they can video call quietly. This too can make it difficult to attend online meetings. Then think with the student or student and try to come up with solutions together.
Setting a good example
At ECIO | Expertise Centre inclusive education, they know that it is important to do what you preach, or in other words, "Practice what you preach". As Expertise Centre Inclusive Education, they support not only education professionals, but also students with a disability or support question in mbo (www.mbotoegankelijk.nl(opens in new window) ) and higher education (www.hogeronderwijstoegankelijk.nl(opens in new window) ). They do this with information on, for example, facilities, (financial) schemes and tips. Of course, it is important that this information is accessible to all students and therefore complies with the international accessibility guidelines WCAG 2.1.
ECIO: "That was easier said than done, but the job is done! Thanks also to Cinnamon's web builders and to Cardan who successfully guided us during the process. We are proud that both websites have recently started carrying the Waarmerk drempelvrij.nl(opens in new window) label."
Getting started yourself
How can you take the first steps towards digitally accessible education? Start by listening. Different students and learners have different needs. At the same time, don't expect every person to be articulate enough to express their needs clearly right away. So get proactive about digital accessibility and ask yourself if there are things that could be better. And try to be flexible! Do not think that something cannot be done, but try to think of how something can be done.
Want to know if your website, system or learning materials are accessible? Or do you want to know how to take the first steps? We are happy to think along with you!
