3. History
• Established 1980,
developed into as a world-
leading research centre on
technology for disabled
and older people
• A responsibility to use this
expertise to influence next
generation of ICT
developers
David Sloan, 28 June 2012 3
4. Approach to inclusive ICT
education
• Integrated throughout the
curriculum
– Different subjects
– Different levels
– Focus of individual and group
projects
• Inclusive design is taught
inclusively – not as a standalone,
specialist subject
David Sloan, 28 June 2012 4
6. Impact
• Greater awareness and
application of inclusive
design as a basic skill
amongst graduates
• Skills appreciated by
employers
• Reputation for a
pioneering, progressive
approach to teaching
inclusive ICT design
David Sloan, 28 June 2012 6
7. General challenges
• Co-ordination across teaching staff
• Research – teaching link
• Responsibility to influence ICT/Web education
beyond the degree programme
• Engaging students
• Access to/involvement of groups with specific
needs
• Recognition of excellence vs raising standards
David Sloan, 28 June 2012 7
8. Acknowledgments
• Photos: Mike Crabb, Nick
Hine, Chris Martin and
Sergio Sayago
• European Thematic
Network on
eAccessibility: eAccess+
David Sloan, 28 June 2012 8
Our history Approach to teaching inclusion Activities Beyond the degree…staff development, institutional support Challenges and opportunities
Design Meets Disability, written by Graham Pullin, a colleague at the University of Dundee – an inspiration for an approach to innovative, quality design that embraces rather than marginalises people with specific needs Example topics – social networking and digital game playing by older people; a system to enable joke telling for non-speaking people; supporting web developers identify and repair accessibility barriers
The photo shows the User Centre – a drop in facility for older people to come and develop ICT skills in a relaxed, friendly environment. They become research partners and expert consultants on ageing and technology, and participate in student learning experiences. We also have links to a variety of disability groups, in particular people with severe speech and physical disabilities, who work with us on research and teaching activities.