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dc.contributor.authorPeacock, Susi
dc.contributor.authorRoss, D.
dc.contributor.authorSkelton, J.
dc.contributor.editorPhipps, Lawrie
dc.contributor.editorSeale, Jane
dc.contributor.editorSutherland, Allan
dc.date.accessioned2018-06-29T15:45:20Z
dc.date.available2018-06-29T15:45:20Z
dc.date.issued2002
dc.identifierER343
dc.identifier.citationPeacock, S., Ross, D. & Skelton, J. (2002) Using roundtables to impact on staff development : a case study to improve staff awareness of accessibility legislation, , , , pp. 56-60, Oxford
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/343
dc.descriptionOxford
dc.description.abstractRecent legislation in the United Kingdom, including the Special Educational Needs and Disabilities Act 2001 (SENDA), as well as the Quality Assurance Agency (QAA) Code of Practice concerning disabled students [1], has significantly impacted on the learning and teaching environment in post-16 education. One of the key barriers for institutions is the lack of staff awareness with regard to accessibility, which is compounded by a resource-scarce environment: lack of time and money. This chapter describes the development and planned deployment of a module in a Virtual Learning Environment (VLE) at Queen Margaret University College (QMUC), Edinburgh.
dc.format.extent56-60
dc.publisherALT/TechDis
dc.relation.ispartofAccess all areas: disability, technology and learning
dc.titleUsing roundtables to impact on staff development : a case study to improve staff awareness of accessibility legislation
dc.typebook_section
dcterms.accessRightsnone
dc.description.facultyCAP
dc.description.ispublishedpub
dc.description.eprintid343
rioxxterms.typebook_section
qmu.authorPeacock, Susi
dc.description.statuspub


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