A number of studies have explored disabled students experiences of using specific e-learning technologies in higher education with a view to producing accessibility related guidelines. In such studies, narratives of inclusion and exclusion have been in the context of what educators do (or don’t do) to facilitate access to e-learning experiences. Whilst this is an important and influential discourse in the field of e-learning, there is a danger that it over-simplifies the relationship between disabled learner and technology and ignores the agency of disabled learners themselves. This paper will report the results of a study which aimed to “give voice” to disabled e-learners experiences and conduct an in-depth exploration of the complex relationship between learners, technologies and learning environments. The overarching aim of the study was to explore the e-learning experiences of disabled learners within the University of Southampton in order to increase understanding of the many complex issues and interactions introduced by disabled learners’ requirements for accessible e-learning, compatible assistive technologies and effective learning support. Linked to the overarching aim of exploring the e-learning experiences of disabled learners, the study had a related objective which is to develop user-centred methodologies for eliciting the e-learning experiences of disabled students and to disseminate these widely in order to promote a participatory approach to designing and evaluating e-learning. Drawing from the fields of participatory design and participatory research, for the purposes of this project, learner participation is defined as: "Involving disabled learners as consultants and partners and not just as research subjects. Where disabled learners help to identify and (re)frame the research questions; work with the researchers to achieve a collective analysis of the research issues and bring the results to the attention of each of the constituencies that they represent"

With regards to the participation of learners in the study, there were three key phases of participation: Phase One: Consultation regarding proposed research questions and research methods; Phase Two: Opportunity to contribute own experiences of using e-learning; Phase Three: Opportunity to validate and interpret the results of the study and to contribute to the design, content and dissemination of project deliverables and outcomes. The data collection tools that were used in this project consisted of an online survey; interview plus and focus groups. These data collection tools have been used in both participatory design and learning disability related participatory research. The study recruited 30 participants from the University of Southampton who participated in all three phases of the project. The results from the project were analysed in order to further understanding of both the individual and collective experience of using technology as a disabled learner.

The main findings were used to develop two related concepts that help to expand our understanding of Digital Inclusion: Digital Agility and Digital Decisions DIGITAL AGILITY: Many of the participants customise their computers to suit their preferences, swap and change from a range of technologies; are well-informed about the strengths and weaknesses of particular technologies in relation to design, usability, accessibility and impact on learning and have developed a range of sophisticated and tailored strategies for using technology to support their learning. DIGITAL DECISIONS: Many participants find they have to make sophisticated and complex decisions about how they use technologies to support their learning. Several factors influence this decision-making, most notably the affordances and properties of technologies. In making these decisions, disabled learners frequently find themselves conducting a cost-benefit analysis, and sometimes have to negotiate unenviable “catch-22’s”.