Bringing Disability Into the Discussion: Examining Technology Accessibility as An Equity Concern in the Field of Instructional Technology

Abstract

This article presents a review of the literature, pertaining to technology accessibility in K–12 schools in the United States, in order to bring technology accessibility into conversations about equity in instructional technology with the goal of ensuring that disabled learners have equal access to the technology-enhanced learning opportunities that are an increasingly integral part of K–12 education. The findings of the review indicate that despite long-standing federal and state accessibility mandates, inaccessible technologies abound in K–12, denying disabled learners equal access to education. We conclude that technology accessibility is an equity concern that must be prioritized in instructional technology discourse, research, and practice to begin addressing the inequality that disabled learners face in technology-enhanced K–12 learning environments. (Keywords: instructional technology, equity, disability, accessibility, K–12, education)

Author Notes

Natalie L. Shaheen is a doctoral candidate in instructional technology at Towson University. Natalie's research focuses on equity and access for disabled people in technology-enhanced learning environments. Please address correspondence regarding this article to Natalie L. Shaheen, College of Education, Department of Educational Technology and Literacy, Towson University, 8000 York Road, Towson, MD 21252-0001, USA. E-mail: [email protected]

Sarah Lohnes Watulak, Ed.D, is Director of Digital Pedagogy and Media in the Office of Digital Learning and Inquiry at Middlebury College (VT), where she seeks to create digital learning opportunities and environments that support learner agency and equity. Dr. Lohnes Watulak's research interests focus on inclusive design, critical digital literacies, and connected learning.