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Expectations for success : Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education
Cain, Melissa Fanshawe, Melissa
Cain, Melissa
Fanshawe, Melissa
Author
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.
Keywords
online learning, equitable access, print disability, inclusion, connectiveness
Date
2021
Type
Journal article
Journal
Australasian Journal of Educational Technology
Book
Volume
37
Issue
3
Page Range
137-151
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open