The trend towards development of courses and resources online with the support of an environment such as WebCT presents both opportunities and challenges in the creation of flexible, informative and accessible educational materials. Part of the challenge is to provide opportunities to the individuals of a wide and varied community, some of whom might not otherwise be able to participate in Higher Education. People with disabilities face particular barriers to inclusion and the move to online learning can facilitate the lifting of some of these barriers.

EDTeC's Goals and Strategies for Accessibility

These guidelines are integral to EDTeC's support strategy for teaching and other staff involved in the development and provision of courses at UNSW (EDTeC Plan 2001, Goal One - strategies 7 and 8, Goal Two - strategies 8 and 9). A copy of the strategy is available online at EDTeC's web site: http://www.edtec.unsw.edu.au/. The guidelines are also consistent with UNSW values as presented in the Five Year Strategic Plan, 1999.

Opportunities for Inclusion

Developments in online learning can present opportunities for a more inclusive education for students with disabilities. Online learning facilitates real flexibility in the time and place for learning - a 'just in time, just for me' approach.

• Independence is increased through the availability of online learning resources.
• There is less reliance on the assistance of helpers such as library staff or note takers.
• The ability to submit work electronically can release the students from the costs in time and resources in obtaining physical access.
• Communication can be improved - computer technology can give voice to those without - both literally and figuratively. Communication devices such as chat rooms, discussion groups and email can enable students to participate without prejudice or embarrassment.

Barriers to Inclusion

The same developments that provide opportunities can also pose further barriers to those with disabilities.

• Web based learning materials tend to be heavily text based, and some students may have difficulty reading or comprehending text or distinguishing colours.
• Many have difficulty with organisation, structure or memory, they may find material difficult to navigate, poorly structured or complex, or the interface may be inconsistent.
• Students with mobility problems, limited motor control or vision impairment may not be able to use a keyboard or mouse.
• The increasing use of multimedia can be beneficial in providing an enriched environment, but it can also be a barrier to those who cannot see or hear audio, video, animations etc.
• The growth in overseas students and students learning off-campus means that there are growing numbers who may not be fluent in the language of instruction.

Accessible Design

A web site or online course is regarded as accessible when its content can be understood by every student regardless of the browser or Assistive technology they may be using. The goal is to provide, as far as possible, the same educational experience to everyone.

Assistive Technology

Assistive or adaptive technology includes devices, tools, hardware or software, which enable people with disabilities to use the computer. These include screen readers, screen magnifiers, alternative keyboards or input devices, voice recognition software, and text only browsers.