Are we prepared to meet the needs of students with disabilities in online courses? In a study of university faculty, over half did not know if they had training or resources to ensure accommodations (Phillips et al., 2012). This OLC presentation will explore approaches to increasing the success of students.
More than ever, students with disabilities are seeking alternative options to traditional classroom experiences (Arsiwala & Carnahan, 2014; Betts et al., 2013; Richardson, 2014). Students with diverse areas of exceptionalities are seeking online learning for various reasons (Jacko et al., 2015; Serianni & Coy, 2014). What are the experiences of students with disabilities, and what do they need to be successful in an online learning environment?
Are online educators prepared to meet the needs of students with disabilities? In a study of university faculty, over half of the faculty did not know if they had the appropriate training or resources to ensure accommodations (Phillips, Terras, Swinney, & Schneweis, 2012). What do online educators need to know to facilitate learning for students with disabilities? Many online educators are unaware of their legal and/or ethical responsibilities for students with disabilities (Rice & Carter, 2015; Terras, Leggio, & Phillips, 2015).
This OLC presentation will explore approaches to increasing the success of students with disabilities who are enrolled in online courses. The session will start with an introduction about students with disabilities in an online environment, followed by legal and ethical considerations. The latest research on supporting students with disabilities in an online environment will be synthesized. Then practical strategies for facilitating the success of students with disabilities will be discussed.
The goals of this session are to examine: (1) legal and ethical considerations, (2) research literature on supporting students with identified disabilities, and (3) practical strategies for facilitating learning of students with disabilities in online courses.
References
Arsiwala, A., & Carnahan, C. D. (2014). The efficiency of online courses in addressing the needs of college students with learning disabilities. Global Education Journal, 4, 139-146.
Betts, K., Cohen, A. H., Veit, D. P., Alphin, H. J., Broadus, C., & Allen, D. (2013). Strategies to increase online student success for students with disabilities. Journal of Asynchronous Learning Networks, 17(3), 49-64.
Jacko, V. A., Jin Ho, C., Carballo, A., Charlson, B., & Moore, J. E. (2015). A new synthesis of sound and tactile music code instruction in a pilot online braille music curriculum. Journal of Visual Impairment & Blindness, 109(2), 153-157
Phillips, A., Terras, K., Swinney, L., & Schneweis, C. (2012). Online disability accommodations: Faculty experiences at one public university. Journal Of Postsecondary Education & Disability, 25(4), 331-344.
Rice, M. F., & Carter, R. J. (2015). "When we talk about compliance, it's because we lived it": Online educators' roles in supporting students with disabilities. Online Learning, 19(5), 18-36.
Richardson, J. E. (2014). Academic attainment of students with disabilities in distance education. Journal of Postsecondary Education & Disability, 27(3), 291-305
Serianni, B. A., & Coy, K. (2014). Doing the math: Supporting students with disabilities in online courses. Teaching Exceptional Children, 46(5), 102-109.
Straub, C., & Vasquez III, E. (2015). Effects of synchronous online writing instruction for students with learning disabilities. Journal of Special Education Technology, 30(4), 213-222
Terras, K., Leggio, J., & Phillips, A. (2015). Disability accommodations in online courses: The graduate student experience. Journal of Postsecondary Education & Disability, 28(3), 329-340.