Assessing Accessibility: Are Online Courses Better Than Face-to-Face Instruction At Providing Access to Course Content for Students with Disabilities?
Main Article Content
Abstract
Downloads
Article Details
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Allen, I., E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group. Retrieved August 8, 2014, from http://files.eric.ed.gov/fulltext/ED541571.pdf.
Burdette, P. J., Greer, D. L., & Woods, K. L. (2013). K-12 online learning and students with disabilities: Perspectives from state special education directors. Journal of Asynchronous Learning Networks, 17(3), 65–72.
Bushweller, K. (2014). Digital advances, common core fuel new testing approaches. Education Week. Retrieved January 11, 2015, from http://www.edweek.org/ew/articles/2014/03/13/25execsum.h33.html?qs=students+with+disabilities+and+the+online+environment.
Carr, T., & Prater, T. (2013). Transitioning to the common core: Incorporating iPads into Reading/English language arts. Society for Information Technology & Teacher Education International Conference, (1), 3855–3858.
Casey, D. (2008). A journey to legitimacy: The historical development of distance education through technology. TechTrends, 52(2), 45–51. http://doi.org/10.1007/s11528-008-0135-z
Cast. (2013). How has UDL been defined? National Center On Universal Design for Learning. Retrieved September 23, 2015, from http://www.udlcenter.org/aboutudl/udldefined.
Cast. (2014). National Center On Universal Design for Learning. Retrieved October 18, 2014, from http://www.udlcenter.org/.
Coy, K. (2014). Special educators’ roles as virtual teachers. Teaching Exceptional Children, 46(5), 110–116. http://doi.org/10.1177/0040059914530100
Dickerson, E. (2012). A communitarian theory of the education rights of students with disabilities. Educational Philosophy and Theory, 44(10), 1093–1109. http://doi.org/10.1111/j.1469-5812.2011.00788.x
Graham, S., & Harris, K. R. (2013). Common Core State Standards, Writing, and Students with LD: Recommendations. Learning Disabilities Research & Practice (Wiley-Blackwell), 28(1), 28–37. http://doi.org/10.1111/ldrp.12004
Greer, D., Rowland, A. L., & Smith, S. J. (2014). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46(5), 79–91. http://doi.org/10.1177/0040059914528105
Hashey, A. I., & Stahl, S. (2014). Making online learning accessible for students with disabilities. Teaching Exceptional Children, 46(5), 70–78. http://doi.org/10.1177/0040059914528329
Hong, B. S. S., Ivy, W. F., Gonzalez, H. R., & Ehrensberger, W. (2007). Preparing students for postsecondary education. TEACHING Exceptional Children, 40(1), 32–38.
McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus, 12(5), 10–16. http://doi.org/10.1002/abc.225
Molnar, A., Huerta, L., Rice, J. K., Barbour, M., Miron, G., Shafer, S. R., … Horvitz, B. (2014). Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence. National Education Policy Center, 1–20.
Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for online courses. Journal of Postsecondary Education and Disability, 24(3), 211–229.
Reed, K. (1992). History of federal legislation for persons with disabilities. The American Journal of Occupational Therapy, 46(5), 397–408.
Smith, S. J., & Basham, J. D. (2014). Designing online learning opportunities for students with disabilities. Teaching Exceptional Children, 46(5), 127–137. http://doi.org/10.1177/0040059914530102
U.S. Department of Education. (2006). Building the legacy: IDEA 2004. Retrieved October 12, 2013, from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,10.
U.S. Disability Statisitics. (2013). Disability statistics. Retrieved October 12, 2013, from http://www.disabilitystatistics.org/reports/acs.cfm?statistic=2.
W3C. (2015). Web Content Accessibility Guidelines 1.0. Retrieved March 22, 2015, from http://www.w3.org/TR/WAI-WEBCONTENT/.
WebAIM. (2001). WAVE - Web Accessibility Evaluation Tool [organization]. Retrieved January 8, 2015, from http://wave.webaim.org/about.
WebAIM. (2014). WebAIM: Introduction to Web Accessibility. Retrieved January 11, 2015, from http://webaim.org/intro/.