How helpful do you think it is to have ‘specialised’ rooms or areas in an educational institution, which only disabled learners can use to access technology/online learning material?
I think this perpetuates the idea of disability support as an activity seperate from the mainstream. It remains an 'other' entity and not integrated within an organisation. Although I specialist units are better than no support at all.
Do you think student support services need to employ accessibility or disability experts? If so, how might the role of these ‘experts’ complement or work against the role of other staff working within student support services?
It is possible for speciailist disability/accessibility staff to work within an organisation to make a positive change as long as they are integrated successfully with exisiting services. They are likely to be a good source of additional information.
How are student support services organised or structured in your institution? In what ways do you think this organisation influences the way in which disabled learners are supported to use or access technology?
Not applicable.
What would you change about the way in which students are supported in your institution and why? (You might find your notes from Week 4 relevant to this question.)
Issues of communication between relevant departments remain a factor, it seems to be a recurring theme within the literature. Improving communication will be key to facilitating any organisational change.
No comments:
Post a Comment