Abstract
This paper provides an example of practice that outlines the benefits and challenges of creating School or Department level accessibility statements and the principles that can be followed when creating them. Like all methods of improving accessibility, there is no one-size-fits-all statement, but through demonstrating one possibility, this example will assist colleagues and other teaching professionals to create an accessibility statement that caters to their needs.
The discussion is informed by the results of a staff and student evaluation of accessibility statements issued by the School of Chemical Engineering and the School of Metallurgy and Materials at the University of Birmingham. These Schools issued accessibility statements to show their commitment to accessibility, create open dialogue around students’ varying requirements, and explain the accessibility features/limitations of their teaching and learning resources.
The discussion is informed by the results of a staff and student evaluation of accessibility statements issued by the School of Chemical Engineering and the School of Metallurgy and Materials at the University of Birmingham. These Schools issued accessibility statements to show their commitment to accessibility, create open dialogue around students’ varying requirements, and explain the accessibility features/limitations of their teaching and learning resources.
| Original language | English |
|---|---|
| Pages (from-to) | 90-99 |
| Journal | Education in Practice |
| Volume | 4 |
| Issue number | 2 |
| Publication status | Published - 19 Dec 2023 |
Access to Document
- FaveroC2023Example_AAM
This is an accepted manuscript version of an article first published in Education in Practice. The final version of record is available at https://intranet.birmingham.ac.uk/as/hefi/documents/public/journal/v4-i2/4.2.8-favero-accessibility-statements.pdf