Instructions for E-Course Participants: Ensuring Inclusive Access Through the Use of Assistive Technology

3. E-course Structure

The e-course consists of seven thematic units. The following table shows the percentage contribution of each topic to the individual learning outcomes.

Table 1. Contribution of Topics to the Learning Outcomes

E-Course Structure

Thematic Unit – Introduction to the E-Course

The theoretical part of this unit includes familiarization with students with disabilities and a video presentation on the evolution of assistive technology (AT). The practical part involves completing a survey on prior knowledge regarding the basic concepts that will be covered throughout the e-course.

Thematic Unit – Defining the Concepts of Diversity and Inclusivity

Theoretically, this topic will introduce the contemporary definition of diversity and inclusivity in the context of students with disabilities, as well as the factors for achieving inclusivity in teaching. The perspectives of teachers and students with disabilities on inclusivity in higher education will be presented. The concepts of reasonable accommodation and universal design in higher education will be introduced. In the practical part, participants will engage in forums to discuss challenges in achieving inclusivity in higher education, inclusivity in their own practice, and experiences in ensuring inclusivity in teaching. They will answer a survey on how inclusivity, reasonable accommodation, and universal design are ensured in teaching. Participants will prepare an essay about the application of universal design and reasonable accommodation within a higher education institution.

Thematic Unit – Learning and Teaching of Students with Disabilities

According to the United Nations Convention on the Rights of Persons with Disabilities (Act on the Ratification of the Convention on the Rights of Persons with Disabilities and the Optional Protocol to the Convention on the Rights of Persons with Disabilities, NN 6/2007), persons with disabilities are those who have long-term physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. The theoretical part of this topic includes a presentation of the characteristics of some developmental disorders and mental health disorders, as knowledge of them is necessary for understanding the specific needs of students with disabilities. Student learning styles and teaching styles will also be presented. In the practical part, participants will share their experiences working with students with disabilities in a forum, and complete a self-check test of knowledge and a pair assignment related to selecting a teaching style based on student learning styles and difficulties.

Thematic Unit – Types of Adaptations in the Teaching Process

In the theoretical part of this unit, participants will be introduced to the types of adaptations in the teaching process with regard to the characteristics of developmental disorders. Peer support will also be presented as a form of ensuring inclusivity in higher education. In the practical part, participants will write an essay describing personal experiences in adapting the teaching process. They will conduct an analysis of teaching process adaptations in pairs. Individually, they will complete a template for creating a syllabus based on the Universal Design for Learning (UDL).

Thematic Unit – Assistive Technology as a Form of Support for Student Learning, Teaching, and Assessment

In the theoretical part, participants will become familiar with the definition of assistive technology (AT), a demonstration of some types of AT used in higher education, and the principles of adapting AT to the individual needs of students. They will be introduced to digital accessibility standards, some digital tools for content adaptation, methods for evaluating the accessibility of digital tools and materials, and examples of inclusive practice using assistive technology. In the practical part, participants will analyse needs and propose appropriate assistive technology, prepare an essay on appropriate AT, and suggest methods of adaptation. They will also complete a questionnaire on their own experience using digital tools. They will participate in a forum to discuss the use of accessible digital materials. Using a digital tool of their choice, participants will prepare one teaching topic from a course of their choice, lasting 15 minutes, applying digitally accessible content and materials. Furthermore, they will prepare an essay on the application of assistive technology in student assessment and develop an assessment plan for students with disabilities, considering the specificities of their developmental difficulties.

Thematic Unit – Potential Challenges and Limitations in the Use of Assistive Technology

In the theoretical part of this topic, the role of students in the process of selecting forms of AT, challenges in AT availability, and the impact on academic requirements from the perspective of students with disabilities will be described. The importance of transdisciplinary collaboration and connecting with the Office for Students with Disabilities will be presented. In the Practical Part, participants will complete two self-check tests of knowledge and analyse the challenges in AT availability faced by young people with disabilities.

Thematic Unit – Final Activity

The final activity encompasses a practical activity aimed at showcasing the possibilities that assistive technology offers in the teaching process in higher education.