The Case for Continuous Professional Development in Accessible Course Design

Le résumé fourni par la source

This chapter proposes social validity theory as a framework for designing and evaluating professional development on accessibility. It introduces a four-part professional development program for practitioners on the socially important topic of accessibility. Social validity frames and evaluates the social acceptability of behavior-changing interventions from the perspective of participants. Social validity aligns with faculty development as training interventions are aimed at modifying faculty behaviors related to course design and delivery. The chapter presents blueprints for institutions interested in designing and implementing accessibility training. Evaluation is critical for measuring the effectiveness of accessibility training. From a social validity perspective, evaluation focuses on the content delivery and outcomes from a participant vantage. By applying a social validity framework for evaluation, faculty and students are empowered to contribute to the revision and refinement of training interventions. A four-part professional development program may facilitate the acquisition of knowledge and skills through pilot opportunities, in-service days, self-paced training modules, and coaching.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.