Abstract
There is growing interest in and use of virtual learning environments in the delivery of course material, given their claimed advantages of temporal and spatial independence. The UK Special Educational Needs and Disability Act (UK Government, 2001) both strengthens the right for students with special educational needs to be educated in mainstream schools (integration) and ensures that these students are able to receive equivalent pedagogical experiences (inclusion). The impact on the teaching profession is a serious issue - the main concern expressed by English head-teachers regarding inclusion of special education needs students in primary schools was that of resource allocation (Archeret al 2002).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
ADL (2001) Shamble Content Object Reference Model v. 1.2. Conformance Requirements. Advanced Distributed Learning (ADL) Initiative, USA, October 2001. Available at:http://www.adlnet.org
Archer T, Fletcher-Campbell F, Kendall L (2002) Annual survey of trends in education. National Foundation Educational Research, Digest No. 13, Autumn, Slough, UK
Carchiolo V, Longheu A, Marlgeri M (2002) Adaptive formative paths in a web-based learning environment. Educational Technology and Society 5(4): 64–75
Fletcher-Campbell F, Kendall L (2002) Annual survey of trends in education. National Foundation for Educational Research, Digest No. 13, Autumn, Slough, UK
Barstow C, Rothberg, M (2002) IMS guidelines for developing accessible learning applications. Version 1.0 IMS Global Learning Consortium. Available at: http://www.imsglobal.org/accessibility/accessiblevers/sec2.html
Hanemann B (2003) Trends in software accessibility. Assistive Technology - Shaping the Future, IOS Press, pp 66–70
Minshull (2002) Virtual Learning Environment (VLE) Functional Specification. Joint Information Systems Committee, Briefing Paper No. 3, London, UK
Schofield (2003) An accessible interface for WINDS, MSc Thesis, Applied Computing, University of Dundee, UK
Sloan D, Rowan M, Booth P, Gregor P (2000) Ensuring the provision of accessible digital resources. Journal of Educational Media 25(3): 203–216
Sloan D, Gibson L, Milne S, Gregor P (2003) Ensuring optimal accessibility of online learning resources. In: Usability evaluation of online learning programs, Information Science Publishing, London, UK
UK Government (2001) Special Educational Needs and Disability Act 2001. Her Majesty’s Stationery Office, London, UK
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer-Verlag London
About this paper
Cite this paper
Schofield, S., Hine, N., Arnott, J., Joel, S., Judson, A., Rentoul, R. (2004). Virtual Learning Environments: Improving Accessibility Using Profiling. In: Keates, S., Clarkson, J., Langdon, P., Robinson, P. (eds) Designing a More Inclusive World. Springer, London. https://doi.org/10.1007/978-0-85729-372-5_5
Download citation
DOI: https://doi.org/10.1007/978-0-85729-372-5_5
Publisher Name: Springer, London
Print ISBN: 978-1-4471-1046-0
Online ISBN: 978-0-85729-372-5
eBook Packages: Springer Book Archive