Document Type

Article

Publication Title

Learning, Media and Technology

Publication Date

2-2025

Keywords

Accessibility, blind and low-vision, disability, K-12 education

Abstract

K-12 institutions are slowly realizing (a) that many of the instructional technologies they use are inaccessible and (b) that technical debt oppresses blind and low-vision (BLV) students. Herein, I report the findings from a qualitative exploration of how BLV students differentiate between accessible and inaccessible technology-mediated education. The findings suggest that in/accessible technology-mediated education is an assemblage of learning, access labor, teachers, technologies, temporalities, and affectivities. I argue that to construct technology-mediated education that is equitable and accessible to BLV students K-12 institutions must do more than pay off their technical debt. I conclude with recommendations for how K-12 institutions could extend their accessibility work beyond technical debt repayment.

Funding Source

This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.

Comments

First published in Learning, Media and Technology: https://doi.org/10.1080/17439884.2025.2462911

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

DOI

10.1080/17439884.2025.2462911

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