Session
Chemichemi Foundation
Nancy Marangu, Chemichemi Foundation, African Group. Catherine Kuria, African Group.
Nancy Marangu, Chemichemi Foundation, African Group.
Nancy Marangu, Chemichemi Foundation, African Group.
Catherine Kuria
Targets: Social media platforms are important facets of daily life globally. However, the same platforms segregate students with disabilities. Therefore, to empower all people and drive genuine inclusion of all communities in shaping its development as emphasized by Sustainable Development Goal (SDG) 10.2, developers and content creators have to be intentional to devise mechanisms that connect and empower all populations, particularly students with disabilities to reap the benefits that social media platforms continues to offer, and ensure that the same rights they enjoy offline also apply online. Moreover, the realization SDG 10.3 can be enhanced by ensuring social media platforms adhere to the provisions of Disability-Inclusive Development Framework by the International Telecommunication Union (ITU), which at its core is the principle that information communication technologies opportunities for persons with disabilities can be better assessed by analyzing how each type of assistive technologies contributes to the different dimensions involved in the social and economic inclusion of students with disabilities. importantly, SDG no.4.7 By 2030, that underscores all learners need to acquire knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development that is shared on social media platforms.
Seminar Format: Introduction and agenda overview: • Introduction of the onsite speakers and acknowledge the online participants. • An introduction of social media effects on students with disabilities well-being, learning and career choices Hybrid Presentation Setup: • Set up a hybrid presentation environment with a stage for onsite speakers and a virtual platform for online participants. • Utilize complementary online platforms such as Zoom, Slack, or Remo for real-time communication and collaboration. • Ensure high-quality audiovisual equipment for clear communication and presentation delivery. Interactive Presentations: • Design presentations with interactive elements such as polls, quizzes, and live demonstrations to engage both onsite and online audiences. • Encourage questions and discussions from both groups throughout the presentation. Moderated Q&A Sessions: • Allocate time for moderated Q&A sessions where both onsite and online participants can ask questions. • Use dedicated moderators to manage questions from both onsite and online audiences and facilitate effective communication. Feedback and Evaluation: • Collect feedback from both onsite and online participants to evaluate the seminar experience using online survey tools or live polling to gather feedback on the content, presentation format, and overall satisfaction.
Social media platforms that include Facebook, YouTube, Twitter, LinkedIn, Tiktok and Instagram can serve as a double edged-sword; the platforms can enhance teaching and learning among students with disabilities through access information to enhance their learning skills as well as job opportunities on one hand. On the other hand, the platforms proliferate risks such as the invasion of users’ privacy, distraction from learning and cyberbullying among students with disabilities. This is attributed to the deficiency of accessibility features platforms that students with disabilities can use to protect themselves from cybercrime. Besides, most students with disabilities lack of basic digital skills on digital online safety that they can apply to protect and prevent themselves from perpetrators of cyberbullying. This affects their mental health in the longer-term and thus affecting their school performance besides their career choices. This thus necessitate that teachers, guardians and care-givers develop contextualized online safety guidelines and ensure they educate students with disabilities on online safety and and cyber hygiene. Furthermore, devise inclusive mechanisms for leveraging on social media networks to obtain news and information that support acquisition of new knowledge, in addition to providing job opportunities and career development for students with disabilities. Moreover, school counsellors can lever on social networks to provide psychosocial support services to students with disabilities and their parents by engaging them on discussions about mental, emotional, social, and spiritual needs, as well as exchanging experiences and information related to career and development. Ultimately, developers and content creators have to embrace the reality of disability mainstreaming. By ensuring the needs of students with disabilities are put into consideration from embedding accessibility features on platforms to translating online content into other readable formats. Only this way, will we pride in recognizing the advancement of human rights and inclusion in the digital age as underlined by Article 27(1) of the UN Convention on the Rights of persons with disabilities 2006 (CRPD) and the Universal Declaration of Human Rights (UDHR).
1) How will you facilitate interaction between onsite and online speakers and attendees? The session organizers will utilize virtual meeting platforms: Zoom, Microsoft Teams, or Cisco Webex to connect online participants with onsite speakers. The platforms offer features like live streaming, chat, and Q&A sessions to engage both onsite and online audiences simultaneously. 2) How will you design the session to ensure the best possible experience for online and onsite participants? The session organizers will use hybrid event tools for live polling and audience response systems, where both onsite and online participants will collaborate and engage in discussions. Additionally, the session organizers will assign dedicated moderators to facilitate communication between onsite and online participants. Moderators will monitor chat rooms, relay questions from online attendees to onsite speakers, and ensure that both audiences feel included and engaged throughout the session. 3) Please note any complementary online tools/platforms you plan to use to increase participation and interaction during the session. The session moderators will use complementary online platforms such as Slack, Discord, or Remo to enhance participation and interaction during the session. The platforms will be used for real-time communication, networking, and collaborative activities among both onsite and online participants.
Report
Collaboration in research, development, and design brings together diverse expertise from academia, industry, and innovation hubs. The synergy accelerates co-creation of cutting-edge technologies and fosters interdisciplinary solutions.
Capacity building for teachers and instructors.
Industry accessibility testing.
Participatory research, development and design.
Partnerships by industry and innovation sector for application development to foster collaboration between tech developers, industries, and research institutions. This will enable them leverage expertise, resources, and innovation to create scalable, user-centric solutions that address industry-specific challenges, enhance efficiency, and support sustainable development through cutting-edge technology and accessible applications.
Introduction
The evolution of social media has transformed communication, education, and socialization globally on one hand. On the other hand, for students with disabilities, social media platforms offer opportunities for connection, learning, and self-expression, but they also present significant challenges that impact mental health, access to education, and social integration.
Opportunities students with disabilities on social media
1. Accessibility to education
Social media platforms can serve as accessible educational tools for students with disabilities. Features such as subtitles, text-to-speech functions, and screen readers enable these students to access a wealth of information and online learning opportunities. Platforms like YouTube and TikTok provide visual and auditory content that can be tailored to meet diverse learning needs. For example, students with hearing impairments can benefit from captioned videos, while visually impaired students can leverage audio content and screen reader compatibility.
2. Social inclusion
Social media platforms can enable students with disabilities to connect with peers through online communities and forums dedicated for sharing experiences and for peer learning.
Challenges faced by students with disabilities on social media
1. Cyberbullying
One significant challenges faced by students with disabilities on social media is cyberbullying. The inaccessibility of online platforms often exacerbates this issue, making it difficult to identify and hold perpetrators accountable.
2. Digital accessibility gaps
Despite advancements, many social media platforms still lack comprehensive accessibility features. Inconsistent application of alt-text, inadequate compatibility with assistive technologies, and non-inclusive universal design elements can hinder the experience of users with disabilities. The gaps limit their ability to fully engage with content and participate in online communities.
Conclusion
Social media holds immense potential to empower students with disabilities, providing opportunities for information, education and career development. Therefore, collaboration among governments, social media companies, educational institutions, development agencies and civil society organizations can create a more inclusive online environment that supports the growth and well-being of students with disabilities.
Recommendation for inclusive social media platforms
Social media companies/developers should prioritize designing platforms that are accessible to all users.