Inclusive Learning and Teaching for Australian Online University Students with Disability: A Literature Review

Autor/in	Edwards, Miriam
Titel	Inclusive Learning and Teaching for Australian Online University Students with Disability: A Literature Review
Quelle	In: International Journal of Inclusive Education, 26 (2022) 5, S.510-525 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edwards, Miriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1698066
Schlagwörter	Inclusion; Teaching Methods; Foreign Countries; Students with Disabilities; Literature Reviews; College Students; Access to Education; Accessibility (for Disabled); Educational Policy; Policy Analysis; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Politics of education; Bildungspolitik; Politikfeldanalyse; Schülerverhalten; Australien
Abstract	The aim of this review is to provoke discussion around the ways in which disability is addressed in Australian university learning and teaching. Focusing on online delivery, it presents three separate, but related thematic sections based on higher education policy, the student voice, and universal design for instruction (UDI). The themes are constructed to align with institutional practice, how those practices may play out in a student's life, and an alternative design methodology. In doing so, both online pedagogy and educational technologies are described as creating potential barriers or enablers for students with disability. While this review acknowledges the effectiveness of UDI upon student learning is an emerging field of study, it also offers it as a plausible design framework moving forward. The concluding discussion supports the notion that action is required by various stakeholders including policy makers, educational leaders and curriculum designers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01