Accessibility must be at the heart of online pedagogy: Jones

August 27, 2018

“As online learning becomes the norm across Canada, faculty conversations about making online learning accessible are cropping up in higher education conferences,” writes Chelsea Jones. But conversations are not enough when they fail to uphold standards of inclusivity that are at the heart of basic, proactive Universal Design for Learning strategies, adds the author. Jones writes that higher ed stakeholders must think beyond inspiring stories of individuals who are able to “overcome” their disabilities through grit and determination, and instead focus on what institutions are doing to better support accessibility. University Affairs