Improving Social and Economic Mobility for People With Disabilities Through Online Education

Graduation Rates ◽

Economic Mobility ◽

Accreditation Standards ◽

Complex Process ◽

University Programs

Students with disabilities face many roadblocks to graduation, including but not limited to campus buildings that are difficult to manage, rigid class schedules that do not accommodate a disability, and unnecessarily complex process for obtaining ADA accommodations. Online education is comparable to traditional university programs in quality and accreditation standards. Online education could improve graduation rates and thus provide a higher probability that a graduate with disabilities will find a job and have greater opportunities for economic mobility.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

REVISTA DA ASSOCIAÇÃO BRASILEIRA DE ATIVIDADE MOTORA ADAPTADA ◽

10.36311/2674-8681.2016.v17n1.02.p9 ◽

2016 ◽

Vol 17 (1) ◽

Author(s):

Martin E. BLOCK ◽

Eun Hye KWON ◽

Sean HEALY

Keyword(s):

Physical Education ◽

Online Education ◽

General Education ◽

Adapted Physical Education ◽

Physical Educators ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

Evaluation of Educational programs provided to students with Disabilities in Wadi Al- Dawasir Province in light of the international standards of special education: تقييم البرامج التربوية المقدمة لذوي الإعاقة بمحافظة وادي الدواسر في ضوء المعايير العالمية للتربية الخاصة

10.26389/ajsrp.s090320 ◽

2020 ◽

Vol 4 (28) ◽

Author(s):

Samar Youssef Ahmed Merghany, Hanadi Issa Muhanna Ibrahim

Keyword(s):

Special Education ◽

Analytical Approach ◽

Statistical Significance ◽

Educational Programs ◽

International Standards ◽

Average Level ◽

Educational Qualification ◽

Education Indicators

The study aimed to evaluate the educational programs provided for students with disabilities in Wadi Al- Dawasir Province in the light of the international standards for special education. Descriptive analytical approach was used, The study sample consisted of (10) programs of special education. A questionnaire of evaluating the educational programs ,was used, "SPSS" was used to analyze the data; the results revealed: an average level of effectiveness for the programs provided for people with disabilities, which ranged between (2.0923) and (2.6154), and there were differences at the level of statistical significance (0.05) between the dimensions of special education indicators, there are statistically significant differences at the level (0.05) due to the following (type of disability, employer, educational qualification, years of experience, degree), The researchers recommend training teachers on educational programs in accordance with international standards.

Socio-Psychological Technologies to Promote the Employment of Students with Disabilities Studying at the University

Uchenye Zapiski RGSU ◽

10.17922/2071-5323-2021-20-2-37-44 ◽

2021 ◽

Vol 20 (2) ◽

pp. 37-44

Author(s):

Elena G. Babich ◽

Keyword(s):

Inclusive Education ◽

Practical Work ◽

Creative Potential ◽

Professional Orientation ◽

The University ◽

Motivation To Work

This article presents an analysis of socio-psychological technologies and practical work on the problems of motivation to work and the promotion of employment of students with disabilities and health limitations throughout their studies at the university. The author describes various technologies for accompanying students at the university, from professional orientation to employment, focusing on the most successful practices. Offers practical solutions to improve the technologies of higher inclusive education, to create equal conditions for students with disabilities and people with disabilities in realizing their creative potential, in socialization, employment and entrepreneurship, in promoting the sociopsychological adaptation of students with disabilities in labor motivation and employment throughout training at the university.

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

10.33920/sel-06-2009-03 ◽

2020 ◽

pp. 19-30

Author(s):

V. G. Novikov ◽

E. A. Gridasova ◽

Yu. A. Kulikova ◽

S. A. Gorokhov

Keyword(s):

Higher Education ◽

Inclusive Education ◽

Agricultural Education ◽

Rural Areas ◽

Legal Regulation ◽

Rural Residents ◽

Persons With Disabilities ◽

The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

Universal Design for Online Education

The Distance Education Evolution ◽

10.4018/978-1-59140-120-9.ch004 ◽

2004 ◽

pp. 67-115 ◽

Cited By ~ 3

Author(s):

Rosangela K. Boyd ◽

Bonnie Moulton

Keyword(s):

Online Education ◽

Functional Ability ◽

Universal Design ◽

Online Courses ◽

Potential Barriers ◽

Course Materials ◽

Full Participation ◽

Accessibility Issues ◽

Different Levels

This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In order to address the potential barriers to full participation, national and international guidelines will be examined, with particular emphasis on their implications for specific course components. In addition, mechanisms for validation of web accessibility will be suggested and resources will be listed for those interested in obtaining further information on the topic.

Creating Protective Barriers for Students with Disabilities in E-Learning Environments

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch086 ◽

2016 ◽

pp. 1997-2008

Author(s):

Bob Barrett

Keyword(s):

Learning Environments ◽

Turnover Rates ◽

Academic Institutions ◽

Employment Practices ◽

Barriers To Education ◽

Employees With Disabilities ◽

E Learning ◽

High Motivation

As corporations and organizations continue to make strides in employing people with disabilities, in part, as an act of social responsibility, other entities have started to realize the need and value of this untapped human resource. Studies have shown that employees with disabilities have low turnover rates, low absenteeism, and high motivation to prove themselves. In today's workplace, many organizations will need to rethink their employment practices in order to compete for employees from the current, shrinking workforce. Thus, these employers are now looking towards academic institutions for well-qualified candidates. The key question here is whether academic institutions and educators are prepared to enable, educate, protect, and motivate learners with and without disabilities for changes in the workforce. One way that academia is helping to break down barriers to education is through the incorporation of online learning, or “e-learning.” Whereas barriers to education for people with disabilities have traditionally taken the form of architectural and attitudinal impediments, e-learning may help mitigate such barriers, equalizing the learning environment for all students.

Universal Design for Online Education

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch097 ◽

2011 ◽

pp. 1219-1251

Author(s):

Rosangela K. Boyd ◽

Bonnie Moulton

Keyword(s):

Online Education ◽

Functional Ability ◽

Universal Design ◽

Online Courses ◽

Potential Barriers ◽

Course Materials ◽

Full Participation ◽

Accessibility Issues ◽

Different Levels

This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In order to address the potential barriers to full participation, national and international guidelines will be examined, with particular emphasis on their implications for specific course components. In addition, mechanisms for validation of web accessibility will be suggested and resources will be listed for those interested in obtaining further information on the topic.