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Australian Disability Clearinghouse on Education and Training


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  • Article

    8 Benefits of Transcribing and Captioning Online Video

    This white paper explores the top 8 reasons why video transcription and captioning are beneficial for both your organization and your viewers.

  • Video

    ADCET Webinar: Three essentials in the move on-line

    This ADCET webinar was in partnership with the National Centre for Student Equity in Higher Education (NCSEHE).   We were joined by presenters Cathy Stone and Nicole Crawford.  In these unfamiliar times, universities are suddenly needing to move face-to-face courses online. We have previously written that this can be a tall order, even for experienced educators. However, including the ‘three essentials’ that this webinar outlines means that even a hastily-developed online course can still deliver an effective and engaging learning experience for students. (April 2020)

    Download: Transcript
  • Article

    Access and Barriers to Online Education for People with Disabilities (NCSEHE)

    This paper reports on a study conducted in 2014 and 2015 that explored the accessibility of eLearning for students with disabilities studying fully online in Australia. Kent, M. (2016).

  • Web link

    Assistive Software: Metroplex's MathTalk or Scientific Notebook

    MathTalk allows the user to voice any math from pre-algebra, algebra, trig, calculus, statistics, thru Ph.D. and graduate level. This includes voicing graphs. Metroplex's MathTalk TM or Scientific Notebook TM may be helpful if the student is able to use Voice Recognition such as  Dragon Naturally Speaking.

  • Web link

    Blackboard - learning management system

    This section of the Blackboard website provides information about Blackboard's accessibility projects, the accessibility of this software, and answers to frequently asked questions about accessibility.

  • Article

    Constructing a POUR Website

    POUR stands for Perceivable, Operable, Understandable and Robust. Consider: principles—rather than techniques—take the center stage. It takes some effort to switch from a techniques centered mindset to a principle-centered mindset, but the end result is a site that is more usable by people with disability and not just "standards-compliant."

  • Article

    Disability and eLearning: Opportunities and Barriers

    This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability. (Disability Studies Quarterly Vol 35, No 2 (2015)).

  • Article

    How Neurodivergent Students Are Getting Through the Pandemic

    This article focuses on students with anxiety disorders, autism and other disabilities who are struggling with the disruption of their normal routines after the move to remote education. 

  • Web link

    LexDis 2.0

    LexDis 2.0 shares strategies related to the use of technology for studying.  Helpful guides have been created, providing hints and tips on how to make the most of e-learning technology. The strategies have been generated by those studying and working in Further and Higher Education to help others make the most of a wide range of apps, productivity tools and assistive technologies.

  • Article

    Mainstreaming Captions for Online Lectures in Higher Education in Australia (NCSEHE)

    Alternative Approaches to Engaging with Video Content. This research concludes that if captions for online lectures are made available, students will utilise captions as part of a personalised approach to learning. And therefore recommends the Australian university sector expand the use of captions from a purely assistive technology for people with disabilities to a mainstream instructional technology.  Mike Kent and Katie Ellis, 2017.

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