The Pandemic Preferred User

Bibliographic Data

ID21831899
AuthorsKatie Ellis (0000-0001-9560-2378, Curtin University), Kai-Ti Kao (0000-0002-4263-6969, Curtin University), Tim Pittman
Year2020
Volume17
Issue2
Pages17-27
Publication date2020-09-01
Open AccessYes
TypeARTICLE
VenueFast Capitalism (JOURNAL)
Journal identifiersISSN: 1930-014X • E-ISSN: 1930-014X
PublisherUniversity of Texas at Arlington Libraries (PUBLISHER)
DOI10.32855/fcapital.202002.002
OpenAlexW3081550406
LanguageEN
Citations received2
References cited5

As COVID-19 was declared a pandemic, universities acted quickly to move their core business of teaching and research online. Classes shifted to platforms such as Zoom, Webex, Collaborate and Microsoft Teams and teachers and students alike were expected to adapt. And they did. This paper draws on critical disability studies to offer a conceptual and theoretical analysis of a deeply problematic aspect of the rapid move to online education in response to COVID-19: the reliance of notions of the preferred user. The preferred user is simply the type of person technology creators or institutions envision using their product or service. Within critical disability studies the preferred user is often recognised as white, male and able bodied (see Ellcessor, 2017). In other words, the preferred user often excludes people with disability and other forms of disadvantage. Accordingly, in this paper we offer a preliminary overview, conceptualisation, and reflection on students with disability (and by extension other non-preferred users), their experiences and perspectives in relation to what might be described as disabling approaches to online learning, for example synchronous learning, video conferencing. Firstly, we introduce the concept of disability, as it has been redefined in the past two decades, as social, political, cultural, and rights-based – rather than some kind of biomedical condition or charity topic. We also give an overview of universal design for learning to reflect on the importance of adapting learning environments for all students. Secondly, we discuss the disconnect between students, teachers and support staff. From these cases, there are some significant challenges to key questions, such as how we understand students with disability, whose responsibility is it to provide access and support, and is mainstreaming accessible technology always the most appropriate answer? Thirdly, we chart the ways these already existing issues have been exacerbated by the COVID-19 pandemic and the opportunities that have also arisen. For example, accessibility features such as captioning for people with disabilities, or non-preferred users, are actually beneficial to everyone. Finally, while the forced shift to online learning during this pandemic has the ideal potential to accommodate “non-preferred” users, the actual roll out and delivery of online learning is still defaulting to modes that are both difficult and challenging, and in many cases exacerbates existing issues and inequalities. We conclude with suggestions about how a consideration of the non-preferred user might actually be the preferred approach for all

Acknowledgement · Business · Literacy · Notice · Pedagogy · Political science · Public relations · Sociology · Computer Science · Disability Education and Employment · Down syndrome and intellectual disability research · Psychology · Social Psychology · Telemedicine and Telehealth Implementation · Marketing

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