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Analysing the parameters of the duty of reasonable adjustment to facilitate access to e-learning resources

机译：分析合理调整职责的参数，以促进获取电子学习资源

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Purpose – The purpose of this paper is to analyse the parameters of the duty of reasonable adjustment to facilitate access to e-learning resources. Design/methodology/approach – Educational providers continue to develop new methods of delivering content in digital format, the increasing use of broadband, web-based resources and new content creation software provides numerous methods of delivering excellence in content creation and delivery. It is important that this excellence is available to all; to this end the disability aspects of e-learning provision are discussed in this paper, specifically relating to a anticipatory “duty of reasonable adjustment” to facilitate access to computer-based learning resources within the UK education sector. Findings – The paper concludes that the concept of reasonable adjustment is likely to remain unclear within the current statutory framework, is dynamic in relation to e-learning software applications, and will continue to increase in scope and complexity as advanced software applications are used on a larger scale in the education sector. Practical implications – After relating general accessibility approaches to the various open and proprietary source software applications and the concept of “lock in,” the paper argues that knowledge of reasonable adjustment is optimally considered in the early planning stage of development rather than after implementation, under the legislatively mandated anticipatory model. Further conclusions are presented which propose that the approaches described can be scaled up to provide general themes, which benefits the full spectrum of disability alongside the wider student cohort. Originality/value – Further work is discussed and includes a potential UK extension of the analysis presented by Scroggins in 2007 concerning measurement and structural modeling of reasonableness under the provisions of the US Rehabilitation Act of 1998 and the Americans with Disabilities Act of 1990.
机译：目的–本文的目的是分析合理调整职责的参数，以便利获取电子学习资源。设计/方法/方法–教育提供商继续开发以数字格式交付内容的新方法，宽带，基于Web的资源的日益使用以及新的内容创建软件提供了多种方法来实现卓越的内容创建和交付。重要的是所有人都能获得这种卓越表现；为此，本文讨论了电子学习条款中的残疾方面，特别涉及预期的“合理调整义务”，以促进英国教育部门对基于计算机的学习资源的访问。调查结果–本文得出的结论是，合理调整的概念在当前的法定框架内可能仍不明确，相对于电子学习软件应用程序而言是动态的，并且随着高级软件应用程序在计算机上的使用，其范围和复杂性将继续增加。在教育领域更大的规模。实际意义–在将通用的可访问性方法与各种开源软件和专有软件应用程序以及“锁定”概念联系起来之后，本文认为合理的调整知识应在开发的早期规划阶段而不是在实施之后进行最佳考虑。立法授权的预期模型。提出了进一步的结论，这些结论建议可以扩大所描述的方法以提供一般主题，这将有利于整个残疾群体以及更广泛的学生群体。原创性/价值–讨论了进一步的工作，其中包括可能对英国扩展的Scroggins在2007年根据1998年《美国康复法案》和1990年《美国残疾人法案》的规定进行的有关合理性的度量和结构模型的分析。

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