Opening Doors or Slamming Them Shut? Online Learning Practices and Students with Disabilities.

Autor/in	Burgstrahler, Sheryl
Titel	Opening Doors or Slamming Them Shut? Online Learning Practices and Students with Disabilities.
Quelle	In: Social Inclusion, 3 (2015) 6, S. 69-79 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2803
DOI	10.17645/si.v3i6.420
Schlagwörter	Soziale Integration; Kooperatives Lernen; Lernen; Lernumgebung; Lernschwierigkeit; Lernmethode; Computerunterstützter Unterricht; Unterrichtstechnologie; Hochschule; E-Learning; Virtuelle Hochschule; Behinderung; Benachteiligung; Student
Abstract	Online learning has the potential to open doors to education for everyone who has access to the technology required to participate. Or does it? When it comes to social inclusion in online learning, who are the "haves" and who are the "have-nots?" Some online learning practices erect barriers to individuals with disabilities - uncaptioned videos are not accessible to students who are deaf, content presented only within graphic images is not accessible to individuals who are blind, unorganized content cluttered on a page creates barriers to some students with learning disabilities and attention deficits, web pages that require the use of a mouse are inaccessible to those who cannot operate a mouse. This article explores the question, "What online learning practices make social inclusion possible for individuals with disabilities?" The author answers this question with lessons learned from her own teaching experiences as well as those presented in research and practice literature. She also shares overall characteristics of distance learning programs that promote the social inclusion of students with disabilities in their courses. The author points out how making courses welcoming to, accessible to, and usable by individuals with disabilities may promote the social inclusion of other students as well. She recommends further dissemination and future research regarding inclusive practices in online learning. (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/3