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In considering the role that technology and e-learning can play in helping students access higher education and an effective learning experience, a large amount of the current research and practice literature focuses almost exclusively on accessibility legislation, guidelines and standards, and the rules contained within them (Abascal et al., 2004; Chisholm & Brewer, 2005; Gunderson & May, 2005; Paolucci, 2004; Reed et al., 2004; Slatin, 2005). One of the major problems of such an approach isdoi:10.3402/rlt.v14i1.10949 fatcat:56jqqvmbkbhb7ast2rgfrfflvm