Expectations for success : Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education

Journal article


Cain, Melissa and Fanshawe, Melissa. (2021). Expectations for success : Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education. Australasian Journal of Educational Technology. 37(3), pp. 137-151. https://doi.org/10.14742/ajet.6449
AuthorsCain, Melissa and Fanshawe, Melissa
Abstract

The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using Redmond et al.’s (2018) online engagement framework for higher education, the authors analyse the cognitive, social, emotional, behavioural, and collaborative needs and expectations of these learners. This article provides a contemporary picture of the barriers students with print disabilities currently encounter and the possibilities for access available through the use of accessible and assistive technologies. Recommendations for equitable access, including a range of actionable strategies, are provided to assist teacher educators, higher education providers, higher education disability support advisors, and LMS designers.

Keywordsonline learning; equitable access; print disability; inclusion; connectiveness
Year2021
JournalAustralasian Journal of Educational Technology
Journal citation37 (3), pp. 137-151
PublisherAscilite
ISSN1324-0781
Digital Object Identifier (DOI)https://doi.org/10.14742/ajet.6449
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range137-151
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online10 Apr 2021
Publication process dates
Deposited05 Aug 2021
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