Theories and Concepts

A focus on inclusive design is essential to ensure that the complex needs of users are being addressed during the design process. As noted in the user needs analysis the student population, like the community in which they are situated, is highly diverse. Encompassing many cultural and religious and linguistic traditions, they preclude the application of a generic, one-size design approach. The requirement to design inclusive learning experiences is well established. Frameworks such as Universal Design for Learning (UDL) build on earlier architectural theories of physical design accessibility to ensure that the diverse range of learners are catered for in instructional design through strategies such as multiple means of engagement, representation, action and expression (Dalton, 2020, p. 2). Furthermore, differentiation using such principles is an essential aspect of the AITLS Teacher Professional Standards. It makes sense to apply such concepts to the design of their learning space. It is important to acknowledge that discussions of inclusive education can suffer from a ‘deficit perspective’ and fail to acknowledge the skills and motivations of marginalised groups (Kral & Schwab, 2012, p.58). As such the principle of ‘empathy’ which grounds Design Thinking is absolutely vital in ensuring spaces that do not ultimately perpetuate the disadvantage they seek to overcome. The diversity of our student population has significant potential to enrich the design process and add innovation to eventual design solutions. 

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Of primary concern in the current learning context is the ethical issue of the digital divide created by limits to the information and communication technology capabilities within the school and in students’ home environments (Mardis, 2016). The literacy gap experienced by disadvantaged students is well documented. It has been demonstrated  that students with lower levels of socioeconomic status experienced a gap of nearly three years of schooling below that of students from higher levels of socioeconomic background (Thompson, De Bortoli, Nicholas, Hillman & Buckley, 2010). Supporting literacy development is therefore a pressing equity issue. As Johnson (2009) maintains that promotion is an essential step in developing a reading culture in a school, and engaging and user-friendly library OPAC is essential in promoting literacy and reading. Unsurprisingly, research indicates that more economically privileged young people access technology-enhanced learning environments at higher rates and in more effective ways (Reich & Ito 2017, p. 3) and that factors such as poverty, systemic inequality and community conditions are strong factors in causing educational inequity (Heckman 2006; Lareau 2003). EQ asserts that, "(t)he school library… ensures each student has equitable access to resources, irrespective of home opportunities or constraints.” (Department of Education, 2019). Unfortunately, this is difficult in practice and the expectation that students possess inherent skills as ‘digital natives’ are simply unrealistic (Shenton, 2004). Instead it is essential that learning experiences and learning spaces are consciously constructed to foster the development of these essential skills.

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The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Centre (2019) -- which aims to empower people with disabilities through technology and education – notes that specific web design features can not only foster inclusivity by improving access for people with disabilities, but also benefit all users. Strategies such as the use of cascading sheet style (CSS) to make content mobile-friendly and providing text alternatives to allow the option of reducing visual content, are highly relevant to designing a learning space which is appropriate for students experiencing both literacy and digital access challenges. The principles of accessible web design are further elaborated by the Web Accessibility Initiative (WAI), who form their design principles around the idea that web content and non-web information and communication technologies (ICT’s) should be perceivable, operable, understandable, and robust (Web Accessibility Initiative, 2021) . Although highly technical in nature, a familiarity with these design concepts is essential for ensuring equity of access. Furthermore, many of the principles clearly align with contemporary pedagogical best practice. The directive that content be presented in a variety of ways – different sensory characteristics, multiple access points, a variety of reading levels, and pronunciation assistance to name a few – compliments both UDL frameworks and scaffolding strategies. Such scaffolding strategies are also accepted best practice for EALD/ LBOTE students (NSW Department of Education, 2020). With regard to literacy challenges, Hughes (2005) further found the vocabulary requirements of database searching negatively affected their ability to effectively retrieve information. As such, careful consideration must be given to the accessibility of the language used in any digital platform.

Kral & Schwab (2012) identify many issues of relevance to ensuring inclusive design. Their particular focus was Indigenous students, who make up 13% of our school population, and many of the challenges outlined regarding low expectations, disempowerment, and educational disengagement are reflected in our context. Indeed, they are relevant to many of our other users, including those facing socio-economic challenges. They note that the seemingly simple act of providing access to resources can support independent learning and therefore support literacy development (p. 59). However, they note that engagement with these materials is significantly improved when users feel a sense of agency and have the freedom to engage with the materials outside of rigid, formal structures (p. 60). This implies that the design of a learning space to support marginalized students could benefit from an approach that encourages students to engage with interest-driven learning outside of traditional environments.