Higher Education and Students with Disabilities: e-Learning for Inclusion at eCampus University

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

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Disability, technology and e-learning: challenging conceptions

Research in Learning Technology ◽

10.3402/rlt.v14i1.10949 ◽

2006 ◽

Vol 14 (1) ◽

Cited By ~ 3

Author(s):

Jane Seale

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Learning Experience ◽

Research And Practice ◽

Effective Learning ◽

Evaluation Methodologies ◽

Local Contexts ◽

E Learning ◽

Guidelines And Standards ◽

Practice Literature

In considering the role that technology and e-learning can play in helping students access higher education and an effective learning experience, a large amount of the current research and practice literature focuses almost exclusively on accessibility legislation, guidelines and standards, and the rules contained within them (Abascal et al., 2004; Chisholm & Brewer, 2005; Gunderson & May, 2005; Paolucci, 2004; Reed et al., 2004; Slatin, 2005). One of the major problems of such an approach is that it has drawn higher education practitioners into thinking that their objective is to comply with rules. I argue that it is not (Seale, 2006). The objective should be to address the needs of students. The danger of only focusing on rules is that it can constrain thinking and therefore practice. We need to expand our thinking beyond that of how to comply with rules, towards how to meet the needs of students with disabilities, within the local contexts that students and practitioners are working. In thinking about how to meet the needs of students with disabilities, practitioners will need to develop their own tools. These tools might be user case studies, evaluation methodologies or conceptualizations:DOI: 10.1080/09687760500480025

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Assistive Technology in Higher Education

Technology Integration in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-60960-147-8.ch014 ◽

2011 ◽

pp. 188-200

Author(s):

Susan B. Asselin

Keyword(s):

Higher Education ◽

Assistive Technology ◽

Students With Disabilities ◽

Assistive Technologies ◽

Shared Responsibility ◽

Learning Tools ◽

Negative Attitudes ◽

Universal Accessibility ◽

E Learning ◽

Recent Trends

Assistive technology makes a task possible for an individual with a disability, while technology makes a task easier for a non-disabled person. Increasing enrollments of students with disabilities have challenged our institutions to provide opportunities to participate in higher education by having access to assistive technologies and universally designed instruction. Provision of accessible learning environments is a shared responsibility between disability services, information technology, and faculty. College students find themselves in an environment where they encounter negative attitudes and a need to self advocate for critical support services to insure access to learning. Recent trends hold promise for removing these barriers including universal design in instruction, mandated web accessibility, multiple technologies for e-learning, universal accessibility of learning tools, and opportunities for professional development of faculty and staff.

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Accessible Quality Higher Education for Students with Disabilities in a South African Open Distance and e-Learning Institution: Challenges

International Journal of Disability Development and Education ◽

10.1080/1034912x.2020.1822518 ◽

2020 ◽

pp. 1-13

Author(s):

J. N. Zongozzi

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

South African ◽

E Learning

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Assistive Technology in Higher Education

Assistive Technologies ◽

10.4018/978-1-4666-4422-9.ch062 ◽

2013 ◽

pp. 1196-1208

Author(s):

Susan B. Asselin

Keyword(s):

Higher Education ◽

Assistive Technology ◽

Students With Disabilities ◽

Assistive Technologies ◽

Shared Responsibility ◽

Learning Tools ◽

Negative Attitudes ◽

Universal Accessibility ◽

E Learning ◽

Recent Trends

Assistive technology makes a task possible for an individual with a disability, while technology makes a task easier for a non-disabled person. Increasing enrollments of students with disabilities have challenged our institutions to provide opportunities to participate in higher education by having access to assistive technologies and universally designed instruction. Provision of accessible learning environments is a shared responsibility between disability services, information technology, and faculty. College students find themselves in an environment where they encounter negative attitudes and a need to self advocate for critical support services to insure access to learning. Recent trends hold promise for removing these barriers including universal design in instruction, mandated web accessibility, multiple technologies for e-learning, universal accessibility of learning tools, and opportunities for professional development of faculty and staff.

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UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

Online Learning ◽

10.24059/olj.v17i3.388 ◽

2013 ◽

Vol 17 (3) ◽

Author(s):

Kristen Betts ◽

Bill Welsh ◽

Kelly Hermann ◽

Cheryl Pruitt ◽

Gaeir Dietrich ◽

...

Keyword(s):

Higher Education ◽

Online Learning ◽

Student Success ◽

Students With Disabilities ◽

Disability Services ◽

Government Accountability ◽

Academic Goals ◽

Online Student ◽

Support Resources ◽

Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

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USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

Author(s):

R J Singh

Keyword(s):

Higher Education ◽

South Africa ◽

Distance Learning ◽

Blended Learning ◽

Learning Experiences ◽

Learning Opportunities ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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