The development of accessibility indicators for distance learning programs

A study was undertaken to explore program policies and practices related to the accessibility of American distance learning courses to qualified students with disabilities. A literature review was conducted, a draft list of accessibility indicators was created, examples of applications of the indicators in existing distance learning programs were collected, the indicators were systematically applied to one distance learning program, input from a variety of distance learning programs was used to further refine the indicators, and these programs were encouraged to adopt the indicators and make use of resources provided by the project. Results of this exploratory work suggest that incorporating accessibility considerations into policies, procedures and communications of a program requires consideration of the unique needs of students, course designers, instructors and evaluators; involves approval and implementation at a variety of administrative levels; and is an ongoing process that may be implemented in incremental steps

Applying a UDHE Framework to an Online Learning Program

Some students with disabilities cannot fully engage in digital learning opportunities because of the inaccessible design of many online courses. In this commentary on policies and administration, I describe how the Universal Design in Higher Education (UDHE) Framework can be used to guide the design of accessible and inclusive online courses and share examples of best practices in applying it. I also present potential roles key stakeholders can play in applying the UDHE Framework. Taking meaningful steps in this regard can improve online learning opportunities by making them accessible to and inclusive of more learners

Promising Interventions for Promoting STEM Fields to Students Who Have Disabilities

This study compared two groups of transition program participants—those with reported strengths and career goals in science, technology, engineering, or mathematics (STEM) and those without—regarding their characteristics and perceptions of the social, academic, and career benefits of program interventions. Consistent with previous research on gender and STEM, more males than females reported strengths and goals in STEM. Results suggest that type of disability may play a role in the perception of STEM fields as career options, perhaps resulting in less interest in these fields on the part of students with mobility/orthopedic impairments. While the STEM group expressed more interest in technology-related activities, non-STEM participants consistently rated themselves higher in self-advocacy skills and perceived that program participation improved their social skills more than did STEM participants. Regarding motivation to attend college, academic interest and love of learning/challenges was cited more often by members of the STEM group, while job/career preparation was identified by more of the non-STEM students. As far as motivation for employment, financial security was selected by significantly more of the STEM-oriented participants and pursuit of independent living was chosen by more of the non-STEM participants. Results suggest that program interventions may help change college study and career plans of those who do not initially have STEM interests. Based on the responses of the two groups in this study, the authors make program recommendations for increasing the representation of people with disabilities in STEM fields

College Preparation and Participation: Reports from Individuals Who Have Speech and Mobility Disabilities

In this qualitative research study, nine individuals with mobility and speech disabilities reported on their experiences preparing for and participating in postsecondary education. Topics discussed include choosing a college, support from mentors and family members, self-determination, accessibility and accommodations, academic and social aspects of college, current activities and outcomes

Disability-related Simulations: If, When, and How to Use Them in Professional Development

Increasing numbers of students with disabilities participate in mainstream pre-college classes in preparation for higher education. Many educators and administrators have limited knowledge about specific accommodations that can facilitate learning for students with disabilities. Professional development has the potential to increase their knowledge and skills in this area. Simulations of disability experiences, such as completing tasks while covering eyes or sitting in a wheelchair, have sometimes been used to show learners what it is like to have a disability. This form of training has been criticized as inappropriate in the context of emerging paradigms of disability studies, which leads to the question: “Is the use of disability-related simulations ever appropriate?” In this article, we explore positive and negative aspects of disability-related simulations; paradigm shifts regarding approaches to disability studies; implications for training educators and administrators, and examples of disability awareness activities that maximize positive outcomes

Gender Differences in Perceived Value of a Program to Promote Academic and Career Success for Students with Disabilities

This article reports the results of a retrospective survey of participants in an exemplary transition program for college-bound youth with disabilities. The study compared how male and female participants perceived changes in themselves in the areas of academic skills, social skills, Internet skills, levels of preparation for college and employment, levels of awareness of career options, and personal characteristics during the course of their participation; values of program components; and impact of program participation on their lives. In accordance with conventional gender stereotypes, significantly more boys indicated initial interests and/or career goals in the fields of science, technology, engineering, and mathematics (STEM). Financial security was reported by significantly more males and pursuit of independent living by significantly more females when asked about their primary motivation for seeking employment. Females perceived significantly greater changes in themselves than did males during the course of their participation. Girls reported that, prior to program participation, they perceived fewer career options than boys; by the time of the survey, females perceived more career options than males. Research results are of particular relevance to the preparation of girls with disabilities for college and careers, particularly in fields where they have been underrepresented

Evidence-based Practices in Mentoring Students with Disabilities: Four Case Studies

Individuals with disabilities are attending postsecondary institutions at higher rates than ever before, although many struggle to adjust in college environments. On one hand, higher education positively correlates with better employment outcomes, while on the other, higher education represents more stringent academic requirements and more diffused disability supports. One intervention used to check the ‘trauma’ of transition from high school to postsecondary education is mentoring. This article describes four successful mentorship programs, in various stages of maturity, which are currently funded by the National Science Foundation. The case studies describe the structure of each program, recruitment strategies, the students involved, and outcomes achieved to date. Implications or ‘lessons learned’ are also discussed to provide other important information and impetus for those anticipating such programs

Universal design in higher education : from principles to practice

Second edition.Index.Comprend des références bibliographique

DO-IT Training Materials

The Disabilities, Opportunities, Internetworking, and Technology program offers teacher training materials, including text and video presentations for teachers and others who work with disabled students. The items were developed for teachers to use individually, as well as part of training workshops for teachers and others who work with disabled students. Print versions of complete packets are available for a fee, though much of the material is also freely available at this site. Text includes an overview, background and general strategies including access issues, legal issues, general teaching strategies, and mentoring. Information on computing access, including general guidelines and accommodations, a student abilities profile, a reading list, and math and science resources are also offered. Educational levels: Graduate or professional

Creating Online Instruction that is Accessible, Usable, and Inclusive

As a consequence of the COVID19 pandemic, we have witnessed a swift movement of onsite and hybrid courses to fully online formats. This development has created an urgent need for the design and delivery of online content and engagement mechanisms that are equitable for all students. There is little evidence that many of these courses are accessible to, usable by, and inclusive of students with disabilities. The author of this article discusses challenges students with disabilities face in accessing online content and engaging in online activities as well as choices that instructors and online course designers can make with respect to pedagogy and information technology (IT) to ensure that their classes are accessible to, usable by, and inclusive of all students. She introduces for those new to this field the potential of the universal design (UD) framework to inform the design of online learning that addresses the needs of students with a wide range of characteristics