Digital inclusion in higher education has tended to be understood solely in terms of accessibility and does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, we propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which digital inclusion is understood. The conceptual framework encompasses two strands: one that focuses on technology, personal and contextual factors, and one that focuses on resources and choices. This framework will be used to present and discuss the results of a study which aimed to explore the e-learning experiences of disabled students at one higher education institution. The discussion will focus particularly on concepts of digital agility and digital decision-making and will consider the potential implications for the empowerment of disabled students.

Students express satisfaction not only with the computer systems that they receive but also with the special-purpose software provided to support their studies. Significant numbers of students elect not to receive training and may, therefore, not be using their equipment to its best advantage.

The 'massive' and 'open' nature of Massive Open Online Courses (MOOCs) can provide powerful dissemination tools to raise awareness of topics in need of public attention, such as digital accessibility and its impact on assistive technology users. The subject is a wide-ranging one when taught from the point of view of those who may have sensory, physical and/or cognitive impairments coping with a myriad of digital activities on a daily basis. These may range from creating and viewing documents, surfing the web to using a mobile or a washing machine. An analysis of the interactions and learning experiences of those who completed the FutureLearn Digital Accessibility MOOC was conducted, using a combination of statistical and qualitative methods. Preliminary results indicate a progressive loss of participants over time, which is to be expected with MOOCs. However, certain measures such as the number of comments per participant, completed steps, and the "likes" count suggest a relatively high degree of engagement from this particular learning community. After examining the topics that triggered most participation, a suggestion has been formulated to repurpose parts of the course in order to exploit its most engaging sections and offer alternative forms of support for those activities that required more explanation.

The mantra "One World, One Web" has a strong appeal to Web developers. They think of it as a design philosophy based on use of internationally agreed open standards for providing universal access to networked resources and services available on the World Wide Web. But does the available evidence show that practices match this philosophy? How would such an approach work in a Web 2.0 environment in which users may be authors of content?This paper reviews the limitations of the dependence on a single WAI model and WCAG 1.0 guidelines. It describes a holistic approach to Web accessibility that has been discussed previously. There are additional complexities of accessibility in a Web 2.0 environment, in which not only can readers be creators of Web resources in a variety of formats, but also content can be surfaced in a variety of ways, addressed in this paper. The authors describe how the holistic model, initially developed to support the development of accessible e-learning in a Web 2.0 context, is well-suited for a Web 2.0 environment.The paper provides a case study to illustrate how this holistic approach can be applied in the development of Web resources for users with learning difficulties. The paper concludes by arguing that future work to enhance the accessibility of Web services should focus on the development and commissioning processes rather than continue the current narrow emphasis on the compliance with universal accessibility guidelines of the digital resources themselves, independently of the context of their use.Finally, the paper refers to two new developments that support the wider focus, providing for individual user-centred accessibility with descriptions of resources and components enabling adaptation of resources to individual needs and preferences.

A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving 'thinking' towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability. IntroductionBlended learning has been described as learning 'that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course'.1 However, to ensure inclusive and accessible learning experiences that meet any challenges to the acquisition of knowledge, development of skills and experience, it is also important to take into account the full spectrum of learner characteristics. These include physical, sensory and perceptual skills, abilities, attitudes and prior knowledge.The use of blended learning techniques takes advantage of the variety of learning experiences that can be offered by the use of a mix of learning environments (ReidYoung, 2003); for example, lectures, workshops, self-paced study, online collaboration and communication exercises, simulations and the use of interactive multimedia. In order to identify challenges to learning, it is important to investigate the components that form the learning experience and work towards the identification of issues *Corresponding author. The Old Rectory, Rackham, Pulborough, West Sussex RH20 2EU, UK. Email: ea@emptech.info 56 E. A. Draffan and P. Rainger that might be causing a mismatch between the interactions used to facilitate learning and the individual characteristics and/or needs of the student.Despite the complexity of many learning experiences, which commonly involve interactions with peers and support workers, it is felt that there are at least two perspectives within most learning situations that can be analysed to identify any challenges or barriers to learning: that of the learner and that of the teacher (educator, lecturer, tutor, etc.). We will present a model for identifying the challenges to blended learning that focuses on these two perspectives: the learner perspective and the teacher perspective. The learner perspectiveIn focusing on the learner perspective learner skills (Figure 1), learner preference, content interaction and design, learning interactions and assistive technologies will be discussed. SkillsStudents' physical, sensory and perceptual skills and abilities, attitudes, coping strategies, prior knowledge and proficiency in the use of technology may all contribute Identification of chal...