Research and Education in Accessibility, Design, and Innovation (READi) : A Reflection of Our First Year
Open accessAbstract
Research and Education in Accessibility, Design, and Innovation (READi) is an interdisciplinary training program focusing on accessibility. With the first year of the READi completed, this paper provides an overview of the design of the program and reflections from the program, as experienced by two of its trainees. The training program appears to have increased the knowledge and skills of student trainees with regard to accessibility, while also enhancing many professional skills. In addition, there appears to be affective learning, uplifting the thoughts, opinions, and feelings of accessibility and inclusion, that foster a culture of accessibility. The program benefits from interdisciplinarity, collaborations with external stakeholders, engagement with real-world accessibility issues, and inclusion of people with disabilities.
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By failing to prioritise accessibility in education, cycles of ignorance, exclusion, and marginalisation perpetuate.
“Herein, by failing to prioritise accessibility in education, cycles of ignorance, exclusion, and marginalisation perpetuate (Gal et al., 2019).”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Gal et al., 2019
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Butcher, L., & Lane, S. (2025) · Higher Education · doi:10.1007/s10734-024-01319-6 · Cited by 54 · see citing works
“Herein, by failing to prioritise accessibility in education, cycles of ignorance, exclusion, and marginalisation perpetuate (Gal et al., 2019).”
- Authors
- Gal, A. M., Hoskin, E., Davies, C., Marriage, P., & Chan, A. D. C.
- Affiliations
- Carleton University (CA)
- Queen's University (CA)
- Tetra Society of North America (CA)
- Venue
- Proceedings of the Canadian Engineering Education Association (CEEA)
- Publisher
- Queen's University Library
- Published
- 2019-10-23
- ISSN
- 2371-5243 (ISSN-L)
- OpenAlex
- W3001579566
- Cited by
- 1
- References
- 0
- Citations by year
- 2024: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Proceedings of the Canadian Engineering Education Association (CEEA) (publishedVersion)
- Funders
- Natural Sciences and Engineering Research Council of Canada
- Topics
- Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
- Social Sciences › Safety Research › Disability Education and Employment
- Physical Sciences › Engineering › Media Technology › Engineering Education and Curriculum Development
- Keywords
- accessibility, inclusive design, interdisciplinary training, people with disabilities, affective learning, stakeholder collaboration, professional skills development, engineering education
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