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The UK's 2001 Special Educational Needs and Disability Act has charged learning technologists with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of the accessibility literature and identify key issues that may influence the 'accessibility' practices of learning technologists. Thesedoi:10.3402/rlt.v12i1.11226 fatcat:kazsgywulrelpnywzm5tplg5di