The DOI matches its Crossref record.
E-learning and Disability in Higher Education
Abstract
Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated. This second edition has been fully updated and includes a focus on research that seeks to give 'voice' to disabled students in a way that provides an indispensible insight into their relationship with technologies and the institutions in which they study. Examining the social, educational, and political background behind making online learning accessible in higher and further education, E-Learning and Disability in Higher Education considers the roles and perspectives of the key stake-holders involved in e-learning: lecturers, professors, instructional designers, learning technologists, student support services, staff developers, and senior managers and administrators.
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“Of the potentially tens of thousands of websites under a single HEI’s domain, the landing page is the most representative page and the one most frequently analysed in web accessibility studies [11–13].”
From Does the law matter? An empirical study on the accessibility of Finnish higher education institutions’ web pages (2024) · cites this paper as [13]
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Items 101–102 of 102
AI-Enabled Disability Support in Higher Education
Agrawal, A., Dhiman, T., Kumar, A., Chaturvedi, P., Vashishtha, D. S. G., & Khare, P. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-9449-7.ch013
Metadata
- Authors
- Seale, J.
- Affiliations
- University of Plymouth (GB)
- Corresponding author
- Seale, Jane
- ORCID
- Seale, Jane
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2013-10-08
- OpenAlex
- W4251571440
- Cited by
- 102
- References
- 0
- Citations by year
- 2026: 19 · 2025: 19 · 2024: 11 · 2023: 9 · 2022: 12 · 2021: 6 · 2020: 3 · 2019: 3 · 2018: 3 · 2017: 6 · 2016: 7 · 2015: 3
- FWCI
- 4.79
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Sociology and Political Science › Disability Rights and Representation
- Keywords
- e-learning accessibility, disability, higher education, online learning, students with disabilities, accessibility best practices, stakeholder perspectives, student support services, further education, inclusive education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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