E-learning for inclusion
An evaluation of institution-wide communication access training in UK higher education
Datos Bibliográficos
| ID | 22422158 |
|---|---|
| Autores | Lauren Flannery (0009-0009-1235-8177, University of East Anglia, autor de correspondencia), Karen Bunning (0000-0002-7396-9205, University of East Anglia) |
| Año | 2026 |
| Páginas | 1-18 |
| Fecha de publicación | 2026-04-24 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Inclusive Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2026.2663094 |
| OpenAlex | W7155487964 |
| Idioma | EN |
| Referencias citadas | 56 |
Communication access is foundational to equitable participation in higher education, yet staff and students often lack confidence and practical strategies for inclusive interactions. To evaluate the impact of an institution-wide online Communication Access UK (CAUK) training programme on participants' awareness, confidence and ability to adapt communication. A quasi-experimental, mixed-methods pre/post design was implemented at a UK campus-based university. All staff and students were invited to complete four short e-learning modules. Self-report surveys were administered via MS Forms immediately before and after training. A total of 337 participants completed pre-training measures, and 217 completed post-training measures. Significant increases in participants' awareness, understanding and ability to adapt communication were recorded. Motivations for completing the training included building knowledge, promoting inclusion and enhancing one's role/personal relevance and confidence. Findings indicate that a brief, scalable e-learning intervention can strengthen self-efficacy and reported skills in inclusive communication across an entire institution. Embedding such training within staff development and student induction, alongside visible accreditation, offers a pragmatic route to anticipatory inclusion.
Access to Higher Education · Higher education · Postsecondary education · Qualitative research · Education Systems and Policy · Educational Theory and Curriculum Studies · Online and Blended Learning
Loneliness, social support, social isolation and wellbeing among working age adults with and without disability
The Impact of E-Learning in Medical Education
Inclusive education in higher education
On The Language Instinct
Social Work with Disabled People
Inclusion of disabled Higher Education students
The importance, significance, and relevance of communication
Teachers’ motivation to participate in continuous professional development
Police officers’ awareness of the speech, language and communication needs of young offenders
Unveiling ableism and disablism in assessment
Origins of Human Communication
Bringing academics on board
The subjective experiences of students with invisible disabilities at a historically disadvantaged university
Supporting students with impairments in higher education
Transforming faculty conceptions of disability and inclusive education through a training programme
Hidden voices in higher education
Evaluating inclusion in distance learning
Not lazy, not faking
Disabled student experiences of Higher Education
Incorporating disabled students within an inclusive higher education environment
Effects of language on initial reading
Three Approaches to Qualitative Content Analysis
Bringing everyone on the same journey
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |