DigitALAD Hanbook_All sections_FV

31 3.4. Empowering learners C15. Accessibility & Inclusion The creation of supportive environments, programmes, and tools for accessibility makes it possible for all people, regardless of their abilities, to access technology and contribute to their own personal development and independence. Educational digital inclusion implies that learners with disabilities or learning disorders can perform the same digital activities under the same conditions as their peers, promoting learners' empowerment. Utility in Practice • [VIDEO] 20 Tips for Instructors about Making Online Learning Courses Accessible: https://youtu.be/_KBhUORLB20 This resource offers tips for educators on how you can make online courses accessible. By providing strategic approaches to online learning environments, learners feel supported and empowered through their own learning process. By encouraging self-paced learning materials, individuals have equitable access to appropriate digital technologies that adhere to their personal competences, expectations, and attitudes. • [GUIDELINES] Supporting learners with learning disabilities and difficulties: https://www.jisc.ac.uk/guides/meeting-the-requirements-of-learners-with-special- educational-needs/learning-disabilities-and-difficulties This resource can help you as adult educators recognise learners' requirements with special education needs/learning disabilities and difficulties. It encourages the use of principles that promote accessibility in digital resources and online environments. By understanding the need for assistive approaches and technologies, you will employ specific techniques that support the learning process that can otherwise deter individuals from learning. Resources & Practices – How can you develop this competence? Individuals can develop this competence by using different online resources and tools and applying them to their teaching practice. By recognising personal learner capabilities, the educator's supports, resources, and practices can be tailored to individual needs. With this support, adult educators will allow learners to take agency over their own learning. By identifying personal learning styles and enacting alternative approaches, adult educators can then adapt their teaching style to what suits their learners' needs best. Micro-learning theory helps to address the accessibility issues that adult learners face. If you have an adult learner with an attention deficit disorder, asking them to sit in a classroom all day and follow a PowerPoint is