Levelling: Assess where learners are in their familiarity and level of comfort with accessibility topics.Through scaffolded learning-by-doing, guided and supported by a more expert other-teachers, trainers, mentors, and peers-learners build familiarity and confidence, and become more independent in their pursuit of accessibility competency. Scaffolding helps learners bridge the gap between what they know and what they need to know for deep knowledge of accessibility, including procedural, technical, meta-cognitive, and strategic knowledge and skills. And there is no right answer when it comes to learning assessment, since the standards and context are dynamic and complex. To get started with active learning, students must possess sufficient skills to design, build, and evaluate accessible solutions. Raising awareness requires attention to social, political, and human factors, which can be unfamiliar and unexpected topics. Many learners come to the topic with little awareness of disability or digital accessibility and may question its relevance. Why scaffolding is importantĪccessibility teachers face unique challenges. The teacher gradually removes supports as learners become more independent and secure. In an education context, ‘scaffolding’ is a metaphor for a pedagogic approach designed to support learners as they extend their capabilities into new and challenging areas. As the work is completed, the temporary supports are removed. Scaffolding supports workers as they engage in the precarious work of creating new structures and maintaining existing ones. The term scaffolding is commonly used in construction. ![]() Whether teaching a class or running a training session, accessibility teachers can benefit from using scaffolding approaches, particularly when working with learners who are unfamiliar with digital accessibility and disability inclusion. In this guide, we introduce ‘scaffolding’ as an evidence-based pedagogic principle for effective teaching, used to support and guide learners toward greater confidence and independence. ![]() ![]() Evidence about how to teach tells us that we need to ‘provide activities, cultures and structures of intellectual, social and emotional support to help learners move forward in their learning’. A Teaching Accessibility Quick Start Guideįor many students in computing and allied disciplines, disability and accessibility topics may be unfamiliar and potentially uncomfortable.
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