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E-Inclusion of People with Disabilities in Vocational and Professional Education and Further Training Organisations in Switzerland: First Results of a Quantitative Survey

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Universal Access in Human-Computer Interaction (HCII 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14021))

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Abstract

This paper presents first results of the quantitative part of the currently running NRP77 project “E-inclusion of people with disabilities in vocational and professional education and further training in Switzerland” (No.: 197423). In the framework of an explorative online survey, 431 professionals from 289 educational organisations assessed the digitalisation, inclusion of people with disabilities (PwD) and digital accessibility of their organisation and, in particular, of their educational offer. The results allow first conclusions to be drawn about the status quo of e-inclusion in vocational and professional education and further training (VPET) organisations in Switzerland and indicate that the type of organisation has a significant influence on in this regard. PwD in VPET organisations in Switzerland often encounter barriers regarding e-accessibility. Inclusion of PWD in VPET organisations is therefore to be sustainably strengthened. At the methodological level the results of a principal component analysis (CATPCA) suggest that the conceptualisation of e-inclusion along the dimensions of structures, practices and cultures proposed by Booth and Ainscow can be a good starting point for further studies on e-inclusion.

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Notes

  1. 1.

    In the following, digital technologies are understood as all electronic systems operating based on binary code [3]. These include, for example, internet technologies, digital end devices, networked objects, robots and software applications.

  2. 2.

    Vocational and professional education and training (VPET) is a joint task of the Swiss Confederation, the cantons and organisations in the world of work. It is regulated by the Vocational Training Act (Berufsbildungsgesetz) and the Vocational Training Ordinance (Berufsbildungsverordnung).

  3. 3.

    Although the Index for Inclusion is based on a broad understanding of inclusion, it was used as a framework for this project. For example, it is also recommended by the Monitoring Committee for the Implementation of the UN Convention on the Rights of Persons with Disabilities (CRPD) in Triol for inclusive school development [26]. This suggests that the Index for Inclusion can also be used to foster the inclusion of PwD in educational organisations based on a narrow understanding of inclusion.

  4. 4.

    For this purpose, the respondents created a code at the beginning of the survey, which made it possible to anonymously assign their answers to the corresponding organisation afterwards.

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Authors and Affiliations

  1. University of Applied Sciences Nordwestern Switzerland, Muttenz, Switzerland

    Olivier Steiner & Fabienne Kaiser

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  1. Olivier Steiner
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  2. Fabienne Kaiser
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Correspondence to Olivier Steiner .

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Editors and Affiliations

  1. Foundation for Research and Technology, Heraklion, Crete, Greece

    Margherita Antona

  2. Foundation for Research and Technology, Heraklion, Crete, Greece

    Constantine Stephanidis

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Steiner, O., Kaiser, F. (2023). E-Inclusion of People with Disabilities in Vocational and Professional Education and Further Training Organisations in Switzerland: First Results of a Quantitative Survey. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. HCII 2023. Lecture Notes in Computer Science, vol 14021. Springer, Cham. https://doi.org/10.1007/978-3-031-35897-5_30

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  • DOI: https://doi.org/10.1007/978-3-031-35897-5_30

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