Perspectives on models and professional development

Welcome to the first 2022 issue of Open Learning. I do hope that readers enjoyed the previous issue, Volume 36, Issue 3 which explored Open voices on COVID-19: covid challenges and opportunities driving the research agenda. I do expect themes relating to distance learning and the COVID-19 pandemic will continue to feature within future issues, as the impact of the dramatic change in practice will continue to be evaluated and studied for some time. This issue touches upon important and related themes, such as the structures and models of organisations, inclusion, and the importance of professional development. The first paper in this issue is by Seale et al. (2021). Their paper has a title which asks a question: One model to rule them all, one model to bind them? A critique of the use of accessibility-related models in post-secondary education. Accessibility, in this context, is about ensuring equal access to learning for students with disabilities. It is also concerned with considering and then removing barriers. Accessibility has the potential to be improved through the delivery of services to students, and through the application of information and communication technology (ICT) to enable students to gain access to educational resources and participate within educational activities. To understand how to provide, develop or improve accessibility within higher educational institutions (including distance learning providers) a number of different models (or frameworks) have been proposed. Seale et al. (2021) ask three related questions: ‘1. What alternatives to the Universal Design model exist? 2. How do we differentiate between different accessibility models? 3. Do we need more than one model to inform accessibility practice?’ They go on to define models as being ‘practical or conceptual representations of the systems and processes within PSE [post-secondary education] that are required to promote the use of supportive ICTs that contribute to successful education and employment outcomes for disabled students’. A critical assessment of nine accessibility models lies at the heart of their paper. These models take account of the perspectives of different stakeholders, such as university faculty, assistive technology providers, staff developers and senior managers. I found the section about staff development both important and interesting, where it emphasised the development of accessible practice and organisational culture change. This paper represents a contribution to the debate about how best to develop and provide support for students with disabilities. Whilst reading their paper, it may be helpful to keep in mind the question of how the provision of accessibility could be enhanced within an institution. The different models that Seale et al. present outline different perspectives and considerations. It may also be helpful to consider practices at different levels: practice at the micro level, meso level and macro level. It is also useful to compare the idea of an accessibility model with the idea of a model of disability, which is an important distinction that Seale et al. consider towards the end of their paper. OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND E-LEARNING 2022, VOL. 37, NO. 1, 1–5 https://doi.org/10.1080/02680513.2021.2014801