I used colour in a project!!!! What a novelty

I used colour in my group presentation part. I had some useful feedback that given restraints on space I should limit my benefits to just those specifically associated with disabled learning. So I thought I would give a bit of colour a go and look what happened:  :-)
Compulsory on-line learning and Disability

The use of Virtual Learning Environments (VLEs) can be adapted and extended to allow a more inclusive learning and teaching experience for all students and provide particular support for disabled students. For students with disabilities learning can be an isolating experience but the use of compulsory on-line learning can facilitate integration and a more rounded learning experience for all students regardless of ability. 

Benefits

• Pedagogical: extended access to tutors which disabled students may not be able to access due to physical barriers.

·         Students can feel comfortable and on an equal playing field with others to exchange ideas through on-line mediums.

·         Burgstahler points out that “the removal of social cues and social distinctions like disability, race, and facial expression through text-only communication can make even shy people feel more confident about communicating with others,” (Burgstahler, 1997).

·         On-line tutoring can become and important part of disabled students learning. It is something they miss out on in normal learning activities because of the social set up of the classroom and their peers. (Burgstahler, 1997).

·         Online learning can promote social friendship and peer related learning between student groups without making the disability apparent and act as a social barrier. (Burgstahler, 1997).

·         Asynchronous discussion allow for all students to participate at their own pace and time which is important to disabled students. It can extend upon discussion that would reach beyond the classroom and allow for greater reflection on learning.

·         Discussion boards can promote a sense of belonging to a community for those who may be housebound (Debenham, 2001). Equality can emerge from this as students know that they have the same access to the discussion boards as any other student.

Four principles that provide the foundation for Web accessibility: 

Principle 1: Perceivable - Information and user interface components must be presentable to users in ways they can perceive.

Principle 2: Operable - User interface components and navigation must be operable.

Principle 3: Understandable - Information and the operation of user interface must be understandable.

Principle 4: Robust - Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies.