Improving Awareness of Digital Accessibility Tools for an Inclusive Learning Environment at UAL
1. What is your project focus?
This project focuses on improving the awareness of the accessibility software and tools provided by UAL to improve the learning experience for students with disabilities.
At the University of the Arts London (UAL), disabilities among students can encompass a broad range of physical, sensory, cognitive, and mental health conditions that may affect their ability to participate fully in academic and social activities.
The project aims to assess students’ awareness of the Assistive Technology (AT) available at UAL and evaluate how effectively these digital accessibility tools support their learning experiences. By understanding how students engage with these resources, the project seeks to identify gaps in awareness and utilisation, at the same time evaluating their contribution to a more inclusive and accessible learning environment.
According to the UAL Equality, Diversity and Inclusion Annual Report 2022/23:
• 17% of UAL students report having a disability or neurodiversity (28% of UK-based students).
• 15.3% of UAL staff report having a disability, more than double the higher education sector average (6.8%).
• The actual number may be higher due to underreporting by some staff.
Figure 1: UAL Equality, Diversity and Inclusion Annual Report 2022/2023
Currently, there are several issues surrounding accessibility software available to students. Many premium software options come with absurdly high price tags, leading students to either skip using them altogether or rely on free, open-source alternatives with limited functionality. This situation is especially challenging for students already struggling in their learning environments. On top of these difficulties, they also face the added burden of deciding which software would best support their specific needs, such as improving their writing or reading skills.
Review of Existing Accessibility Tools:
To review the accessibility tools at UAL, I consider using the Universal Design for Learning (UDL) Framework. UDL focuses on creating inclusive learning environments by addressing diverse needs through flexible and accessible tools and strategies.
- Evaluate how well the current Tools at UAL: Investigate the accessibility software and tools currently offered by UAL, such as screen readers, speech-to-text software, planning and organising and other assistive technologies.
- Identify gaps in flexibility and adaptability for diverse learners: Identify areas for improvement in integration, training, and student/staff support
- Assess how tools support all students, not just those with disabilities: Assess the effectiveness of these tools and identify any gaps or areas that need improvement to better support students with disabilities.
Figure 2: Six Stages of UDL Thinking
When reviewing the Assistive Technology (AT) resources available at UAL, whether on staff-managed laptops or the UAL student portal, I found an extensive list of AT software and related information. However, this information is scattered across multiple platforms, making it difficult for students to locate and access it without proper guidance. Below, I provide some examples based on a quick exploration of various platforms and devices:
Figure 3: Assistive tools and apps available for UAL students
Figure 4: Accessibility Tools on the UAL portal – Recite Me
Figure 5: Screenshot of current AT software on Windows staff’ laptop
Figure 6: Screenshot of current AT software on MacBook staff’ laptop
Research Questions:
“How can awareness and utilisation of digital accessibility tools at UAL be improved to create a more inclusive learning environment for students with disabilities?”
However, I also outlined several sub-questions to help guide the focus and direction of my action research project. These include:
- How do current accessibility tools at UAL meet the needs of students with disabilities?
- What are the most significant barriers to digital learning for students with disabilities at UAL?
- How can new technologies be designed to better support the diverse needs of students with disabilities?
- How do students with disabilities perceive the impact of digital accessibility tools on their academic success and overall university experience at UAL?
- What training and support do university need to effectively use and promote accessibility tools?
2. What are you going to read about?
UAL Staff Development – Digital Accessibility and Inclusion
Video: Digital accessibility regulations from the Government Digital Service (GDS).
Accessibility campaign website.
Accessibility Standards: Familiarise with accessibility standards such as WCAG (Web Content Accessibility Guidelines) to ensure the solutions are compliant.
Assistive Technology Tools & Resources For Students With Disabilities
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2218191
Dolmage, Jay T. Academic Ableism: Disability and Higher Education. E-book, Ann Arbor, MI: University of Michigan Press, 2017, https://doi.org/10.3998/mpub.9708722
Check J., Schutt R. K. Survey research. In: J. Check, R. K. Schutt., editors. Research methods in education. Thousand Oaks, CA:: Sage Publications; 2012. pp. 159–185
Empower Students With Accessibility Tools – Explore strategies and tools like text-to-speech, translation services, and closed captioning that can make content more accessible to your students.
Dumitru, C. (2023). Inclusion of Students with Disabilities in Higher Education. In: The Palgrave Handbook of Global Social Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-87624-1_400-1
Yssel, N., Pak, N., & Beilke, J. (2016). A door must be opened: Perceptions of students with disabilities in higher education. International Journal of Disability, Development and Education, 63(3). https://doi.org/10.1080/1034912X.2015.1123232
Heron, M., Hanson, V.L. & Ricketts, I. Open source and accessibility: advantages and limitations. J Interact Sci 1, 2 (2013). https://doi.org/10.1186/2194-0827-1-2
Putnam, C., Dahman, M., Rose, E., Cheng, J., Bradford, G.: Best practices for teaching accessibility in university classrooms: cultivating awareness, understanding, and appreciation for diverse users. ACM Trans. Access. Comput. (TACCESS) 8(4), 1–26 (2016)
Coverdale A, Lewthwaite S, Horton S. (2024)Digital Accessibility Education in Context: Expert Perspectives on Building Capacity in Academia and the Workplace. ACM Transactions on Accessible Computing10.1145/364950817:2(1-21) . Online publication date: 22-Jul-2024
Jonathan Lazar. 2002. Integrating accessibility into the information systems curriculum. In Proceedings of the International Association for Computer Information Systems. 373–379
3. What action are you going to take in your teaching practice?
Gather Feedback from Students: I will conduct anonymous surveys and interviews to gather direct feedback from students with disabilities about their experiences using the UAL accessibility tools during class. This will help me understand how effectively these tools meet their needs and where there might be challenges.
For the survey, I will send the survey form – UAL Accessibility Software and Tools Survey to students and some for staff, I aim to collect around 80 – 100 responses and will distribute widely (email, student services, accessibility offices, etc.) to achieve a good response rate.
The survey will be designed to gather quantitative and qualitative feedback, covering aspects such as awareness, usability, satisfaction, and the impact of these tools on learning or teaching outcomes.
Collaborate with Disability Services: I will work closely with UAL’s disability services, Digital and Technology (D&T) and Digital Learning Support to stay updated on the latest accessibility tools and learn best practices for effectively implementing them in the classroom.
Evaluate and Reflect: At the end of the research period, I will evaluate the effectiveness of the accessibility tools, reflect on the changes made to my teaching practice, and identify further improvements that can enhance the learning experience for students with disabilities.
One key outcome I envision is the creation of a dedicated, user-friendly page on the UAL website or SharePoint, accessible to both students and staff. For example, the current website does not clearly specify which software students can download and install on their personal laptops or PCs. Similarly, they do not provide comprehensive information about the software already installed on university machines, particularly those located in specific facilities like the various rooms at the East Bank building for the London College of Fashion (LCF).
4. Who will be involved and how?
Students – Students with disabilities will play a key role in this research. They will participate in surveys and interviews to provide insights into their learning experiences, particularly focusing on the challenges they face in the digital learning environment. Through these interactions, I aim to understand how aware students are of the assistive technologies offered by UAL, including both paid and free versions, and how these tools might support their learning. Their feedback will help identify areas where additional support or resources may be needed to enhance accessibility.
UAL Accessibility Department – Will be actively involved in this research by offering expertise on the current assistive technologies available to students. They will also help identify gaps in the existing support structures and provide advice on best practices to improve accessibility in learning environments. The department may collaborate in organising training, workshops or information sessions for students to raise awareness about available accessibility tools.
UAL Digital Learning Department – They will provide technical insights into how these tools are embedded in the current learning systems and assist in identifying ways to optimize these resources for students with disabilities. Their involvement will also be key in implementing any technical recommendations that emerge from the research findings.
Research Methods:
• Survey and Interviews: Conduct surveys and interviews with students with disabilities to understand their specific challenges and needs in the digital learning environment. How they understand UAL also provides paid and free versions of software that might be able to help them in their learning environment.
• Focus Groups: Organise focus groups that bring together students, members of the UAL Digital Learning and Technology team, and accessibility experts. These sessions will be designed to gather diverse perspectives on how assistive technologies are currently used and to generate ideas for improvements. The collaborative discussions will help pinpoint the areas where existing technologies succeed and where further advancements or modifications are required.
5. What are the health & safety concerns, and how will you prepare for them?
The nature of this study will be conducted in the classroom or private space to minimise any potential physical safety risks for participants. However, we acknowledge that participation can sometimes lead to stress. Should any student experience stress during the study, they are encouraged to utilise the following resources:
UAL Safety, Health and Wellbeing
Counselling, Health Advice and Chaplaincy
Information about fire safety and building evacuation in event of a real fire.
Helping to keep you and your work safe online – Cyber Safety
Keep safe – tips for avoiding student scams
6. How will you protect the data of those involved?
All data collected will be used solely for the completion of my PG Certificate in Academic Practice, Arts and Design. Participants will have the right to withdraw from the study at any point, without explanation or penalty. Participants also allowed to access their data and request corrections or deletions if necessary.
Data will be stored on UAL-managed storage, One Drive with the password protected and deleted once the research is accessed and completed.
Consent Form – Ensure participants are fully informed about the nature of the research, what data will be collected, how it will be used, and their rights.
Data Anonymisation – All personally identifiable information (PII) from the data will be removed to ensure complete anonymity.
Limit Access – Only allow access to the data to those who need it for the research, in this case only me and my tutor can access my work.
Collect Only What’s Necessary – Will regularly review the data and delete any that is no longer needed.
For more information, please visit Student Privacy Policy at https://www.arts.ac.uk/study-at-ual/course-regulations/student-privacy-policy