Teaching Accessibility and Design-For-All in the Information and Communication Technology Curriculum: Three Case Studies of Universities in the United States, England, and Austria
Digital technologies allow people with disabilities to participate independently in society in ways they never could before. The full realization of these new opportunities remains elusive, though, because working professionals in the information and communication technology (ICT) field rarely recei...
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| Format: | Others |
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DigitalCommons@USU
2012
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| Online Access: | https://digitalcommons.usu.edu/etd/1369 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=2364&context=etd |
| Summary: | Digital technologies allow people with disabilities to participate independently in society in ways they never could before. The full realization of these new opportunities remains elusive, though, because working professionals in the information and communication technology (ICT) field rarely receive adequate training in how to make digital ICT accessible to people with disabilities. Adding accessibility to the university ICT curriculum can help create a critical mass of ICT professionals with accessibility awareness and expertise to finally realize the full accessibility potential of digital technologies. This dissertation provides a rich informational context from which ICT curriculum leaders can decide how to best infuse accessibility into their own curriculum. |
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