Abstract
Despite the significant enrollment of students with disabilities in higher education, research and practice rarely center the voices and leadership of these students, particularly in accessibility training efforts. This paper addresses this gap by presenting an autoethnographic study of a digital accessibility training initiative co-led by a student with multiple disabilities. Using a process that combines participatory research and first-person narrative, this study outlines the development and implementation of faculty training on accessibility that centers the experiences of a student with cognitive disabilities. We propose a new framework for understanding "dynamic disability," a concept that recognizes the complex and evolving nature of disability as experienced in diverse, intersectional ways. Findings from this project include insights into challenges faced during collaborative training development, strategies for building inclusive educational practices, and recommendations for institutions aiming to incorporate the voices of students with disabilities into their accessibility initiatives. Suggestions for practice are offered to guide educators in creating accessible, responsive learning environments.
Plain Language Summary
This article is about a project to make digital learning at a university more accessible. A student with disabilities, Lio, co-led the project. It aimed to ensure that faculty and staff training reflected real student experiences. This study, using autoethnography, shows the need to include students with disabilities in projects that affect them. Autoethnography combines personal storytelling with research. One main idea is "dynamic disability." It means a person's needs may change over time. They can be affected by mental health, physical health, and the learning environment. The study outlines challenges and offers suggestions for universities interested in similar work. Co-led training on accessibility with students with disabilities can create more inclusive, respectful, and accessible learning spaces for all.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Jones, Lio; Goin, Kari; and McFarland, Megan
()
"Optimizing Accessibility Training by Prioritizing Cognitive Needs of Students with Disabilities,"
Developmental Disabilities Network Journal: Vol. 5:
Iss.
1, Article 4.
DOI: 10.59620/2694-1104.1121
Available at:
https://digitalcommons.usu.edu/ddnj/vol5/iss1/4
Included in
Accessibility Commons, Adult and Continuing Education Commons, Development Studies Commons, Disability Studies Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Social and Behavioral Sciences Commons, Personality and Social Contexts Commons, Scholarship of Teaching and Learning Commons, Social Justice Commons