Title: Instructions for E-Course Participants: Ensuring Inclusive Access Through the Use of Assistive Technology
Course: Ensuring Inclusive Access Through the Use of Assistive Technology > Section: Welcome!

General Information about the e-Course

The aim of the e-course is to familiarise participants with the contemporary definitions of diversity and inclusivity in the context of persons with disabilities, the learning and teaching styles of students with disabilities, and methods of adaptation in the teaching process.

The possibilities of assistive technology in the learning, teaching, and assessment of students with disabilities will be presented, along with the challenges these students face when using assistive technology.

All activities take place online with the support of an instructor who acts as a moderator.

Number of ECTS credits: 3

Participants: teachers and associates at higher education institutions

E-Course Learning Outcomes:

- Interpret examples of diversity and individual needs of students.
- Select appropriate forms of adaptation in the education process and participate in the development of an individualised programme/plan of education for students with disabilities.
- Apply appropriate forms of adaptation and solutions from the field of assistive technology.
- Analyse potential limitations of assistive technology use and ensure appropriate support.

Working Protocol

This e-course comprises seven parts that build on each other, both theoretically and practically.

The tasks are designed to be completed independently, in pairs, or in groups of four. It is preferable that the practical component is completed with the same individuals throughout the entire e-course. Collaboration with other participants will be possible through planned activities such as discussions and collaborative or peer assessment.

Instructions are provided for each practical task.

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

 | Interpret examples of diversity and individual needs of students. | Select appropriate forms of adaptation in the education process and participate in the development of an individualised programme/plan of education for a student with a disability. | Apply appropriate forms of adaptation and solutions from the field of assistive technology application. | Analyse potential limitations of assistive technology use and ensure appropriate support.
E-Course Introduction | 10 % |  |  |
Defining the Concepts of Diversity and Inclusivity | 60 % |  |  |
Learning and Teaching of Students with Disabilities | 30 % | 30 % |  |
Types of Adaptations in the Teaching Process |  | 70 % |  |
Assistive Technology as a Form of Support for Student Learning, Teaching, and Assessment |  |  | 70 % |
Potential Challenges and Limitations in the Use of Assistive Technology |  |  |  | 100 %
Final Activity |  |  | 30 % |

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.

Minimum Technical Prerequisites for Attending the E-Course

Types of Content in the E-Course

Educational multimedia materials, primarily textual, such as lessons and pages, are available within the Loomen system and can be opened directly in a web browser. All the materials can also be downloaded in PDF format. Therefore, the user should have a PDF reader installed. However, if Firefox or Chrome is used, a PDF reader is not necessary, as PDFs can be opened directly in the web browser.

Video lessons are originally hosted on CARNET's multimedia portal, Meduza, but are integrated into the pages on Loomen, allowing access without leaving the Loomen system. A minimum internet connection speed of 2 Mbit/s is required to view video lessons. Headphones or speakers are also necessary.

Assessment activities in the e-course are supported by the Loomen system's functionality, and there are no additional technical prerequisites. Quizzes open fully within the web browser, with no further technical requirements.

Technical Information about the E-Course System

This e-course is delivered via the Loomen system, which is based on the open-source Moodle platform. The e-course homepage is organised according to its structure, with links directing users to activities and resources as designed.

The e-course can be accessed from any internet-connected computer, smartphone, or tablet. It displays correctly in all major web browsers (Firefox, Opera, Chrome, Edge, etc.). The e-course is also available through a mobile application, although it may not always function optimally.

Faster navigation is possible using the menu on the left, while the right side enables participants to track upcoming activities, highlighted announcements, and their progress.

The Loomen system is highly intuitive. If participants experience difficulties using the system, they should contact the instructor.

Participant Obligations

Participants are encouraged to take part in as many activities as possible, including reviews and analyses of video lessons and educational materials, practical activities, and other. Table 2 presents an overview of activities by topic, their mandatory status for course completion, and the points awarded. Participants meet the requirements for a badge in this e-course by completing all mandatory activities and earning at least 50% of the total points.

Table 2. Topics, Activities, Method of Activity Execution, Points, and Mandatory Status

Topic | Practical Activities | Individual / Pair / Group | Points / *Mandatory
Introduction to the E-Course | Initial Survey | I | 0*
Forum: Findings of the Initial Questionnaire | I | 0
Defining the Concepts of Diversity and Inclusivity | Forum: Challenges in Achieving Inclusivity in Higher Education | I | 2*
Forum: Inclusivity in Practice | I | 2*
Essay: Application of Universal Design and Reasonable Accommodation in a Higher Education Institution | I | 1*
Survey: Methods of Ensuring Inclusivity and Application of Reasonable Accommodation and Universal Design in Teaching | I | 0*
Forum: Experiences Regarding Methods of Ensuring Inclusivity in Teaching | I | 1
Learning and Teaching of Students with Disabilities | Forum: Experiences Working with Students with Disabilities | I | 1*
Self-Evaluation Test | I | 10*
Presentation: Selection of a Teaching Style Based on Student Learning Style and Difficulties | P | 4*
Types of Adaptations in the Teaching Process | Essay: Participants' Personal Experiences in Adapting the Teaching Process | I | 1
Essay: Analysis of Teaching Process Adaptations | P | 2*
Application of a Template for Creating a Syllabus Based on Universal Design for Learning | I | 1*
Assistive Technology as a Form of Support for Student Learning, Teaching, and Assessment | Presentation: Application of Appropriate Assistive Technology | G | 2*
Essay: Adaptation of Assistive Technology to Student Needs | I | 2*
Survey: Survey on the Use of Digital Tools in Higher Education | I | 0*
Forum: Accessibility of Digital Materials in Teaching | I | 2*
Application of Digital Tools: Creating Accessible Digital Teaching Materials | I | 4*
Essay: Application of Assistive Technology for the Purpose of Assessing Learning Outcomes | I | 1
Assignment: Development of an Assessment Plan for Students with Disabilities | I | 2*
Potential Challenges and Limitations in the Use of Assistive Technology | Self-Evaluation Test | I | 10*
Self-Evaluation Test | I | 10
Final Activity | Presentation of the Possibilities that Assistive Technology Provides in the Teaching Process in Higher Education | I | 20*
TOTAL |  |  | 78/65*

Contact Information

For all content-related questions and questions regarding e-course attendance, please contact your instructor.

For technical questions, please contact the email address x@carnet.hr or call phone number 01 xxxxxxx.

E-course Rules

To ensure high-quality collaboration, we have established certain rules of conduct for the course.

Respect other participants as if they were in the same room with you. In communication, foster a culture of respect and constructive dialogue. Behind every username is a real person – kindness and empathy are essential for a positive learning environment.

Be professional and use clear language. Strive to write grammatically correctly, avoid using entire words in capital letters (which can be interpreted as shouting), and aim to express your thoughts clearly. Inappropriate or offensive messages are not acceptable.

Stay focused on the topic and be concise. Your comments, responses, and messages should relate to the subject and be structured to be understandable to others. You help both yourself and your colleagues when you express yourself clearly and concisely.

Participate actively and promptly. Your activity contributes to the quality of shared learning. Regularly check announcements and respond to assignments within the specified deadlines.

Protect privacy and confidentiality. Do not share personal data of other participants without their explicit consent. Also, be cautious when sharing your own data in public spaces.

Do not post promotional content or unsolicited messages. The e-course is not a place for advertising, chain letters, or political messages. The focus should remain on the content and mutual learning.

Express disagreement constructively. Direct criticism towards the content or idea, not the person. If you disagree, present your opinion while respecting different views.

Communicate through appropriate channels. For technical and organisational questions, use the designated forums or contact the e-course mentors through official channels. Informal communication is welcome in the designated spaces, while respecting the basic rules of decency.

Act in accordance with ethical and legal standards. Respect copyrights, institutional regulations, and applicable laws. Unauthorised use of content, plagiarism, or sharing of confidential information is not permitted.

This e-course is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. When using the work, we suggest indicating the authorship of the work in the following manner:

Pinjatela, R. (2025). Ensuring Inclusive Access Through the Use of Assistive Technology. 1st Edition of the CARNET E-course.

Why These Rules? The aim is to ensure a high-quality, inclusive, and professional learning environment where everyone feels comfortable.

What If the Rules Are Broken? If the rules are not followed, the e-course leaders may issue a warning and, in serious cases, take further action in accordance with the institution's regulations.

Who Is Responsible? All the participants in the e-course are responsible for maintaining a positive and professional atmosphere.

References

For each topic, a list of literature used in the preparation of the e-course is provided. Depending on your interest in a particular topic, it is recommended that you study the suggested literature.