Students with disabilities have long faced barriers in higher education, but the shift to online learning has provided new opportunities for accessibility and inclusion. The Americans With Disabilities Act of 1990 granted students with disabilities the right to reasonable accommodations in higher education, yet many colleges were not initially designed with disabled students in mind. This lack of consideration has created systemic barriers to student success for those with disabilities.
Research has shown that students with disabilities often prefer online learning. A survey conducted by Generation Lab found that 30 percent of students with physical disabilities preferred online asynchronous courses. On the other hand, students with learning disabilities tended to prefer in-person or blended coursework. Online education, when designed effectively, has the potential to promote access, achievement, and completion for students with disabilities.
A recent white paper by the Center for Higher Education Policy and Practice at Southern New Hampshire University (CHEPP) sheds light on the obstacles faced by students with disabilities in online education and offers insights on how institutions can support these learners. The paper emphasizes the importance of making academics accessible to all kinds of learners and highlights the need for robust accommodations and accessible program offerings with universal design for learning.
The COVID-19 pandemic forced higher education to transition to online learning, bringing attention to the challenges faced by students with disabilities. Gaps in technology and the lack of online availability of student services, such as accessibility offices, became apparent during this time. Additionally, there was an increase in students registering with disability services for accommodations related to psychological disorders.
One key aspect highlighted in the report is the importance of designing higher education systems with students with disabilities in mind from the start. By incorporating universal design principles, institutions can create environments that benefit all learners. The report also stresses the need for holistic student supports to provide equitable agency, academic engagement, and a sense of belonging for students with disabilities.
The report outlines six key elements of accessible online education, including transparent availability of resources, universal design for learning principles, centralized systems and consistent use of technology, continuous improvement processes, an institutional accessibility committee, and regular engagement of faculty and student services professionals. By implementing these elements, institutions can enhance access and support for students with disabilities in online education.
In conclusion, providing accessible online education for students with disabilities requires thoughtful planning and proactive measures. By incorporating universal design principles, fostering communication and collaboration among stakeholders, and continuously seeking feedback and improvement, institutions can create inclusive learning environments that benefit all students. It is essential for higher education to prioritize accessibility and support for students with disabilities to ensure their success and inclusion in the academic community.