ERIC Number: EJ1400461
Record Type: Journal
Publication Date: 2023
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1043-7797
EISSN: EISSN-2163-5811
Available Date: N/A
Teaching Note--Turn on the CC: Increase Inclusion for All Your Students
Journal of Social Work Education, v59 n3 p882-892 2023
Social work education is mandated to provide inclusivity and accessibility to all students. Critical disability theory (CDT) challenges the notion that disabilities should be eradicated; rather, it declares that different abilities should be acknowledged and embraced as contributions. Universal design (UD), originating as a framework for accessible architectural building designs, has become a pedagogical approach in education. UD supports CDT and takes it farther by suggesting how to develop an inclusive environment. Through the lens of CDT and UD, this conceptual paper provides the rationale for educators to increase classroom inclusivity and accessibility by adding closed captions to all learning materials, presentations and videos, Closed captions, the text of verbal language, is beneficial for many different types of students, including those with processing disorder or hearing loss, those who did not learn English as their primary language, and those who have difficulty with focus. Further, this paper seeks to provide a step-by-step instruction manual to assist instructors with immediately including captions in their learning materials.
Descriptors: Captions, Inclusion, Social Work, Professional Education, Critical Theory, Students with Disabilities, Access to Education, College Instruction
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A