The aim of this paper is to critically review the capabilities of the European Framework for the Digital Competence of Educators (DigCompEdu) and the UNESCO ICT Competency Framework for in delivering greater accessibility for students with disabilities in a Higher Education landscape undergoing Digital Transformation. These frameworks describe what it means for educators to be digitally competent. However are there other competencies required to deliver Digital Accessibility in education. The particular focus of this paper is the role of the teachers in delivering Digital Accessibility in higher education. What should be expected of them and what are the required competencies to meet these expectations? Is it fair for example to expect teachers to cross boundaries where the effectiveness of general accessibility strategies such as UDL end for particular groups of students for example blind students in STEM subjects and where there is a need for individualised accommodations?
CITATION STYLE
Gilligan, J. (2020). Competencies for educators in delivering digital accessibility in higher education. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 12189 LNCS, pp. 184–199). Springer. https://doi.org/10.1007/978-3-030-49108-6_14
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