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

Cain, Melissa and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 (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. ISSN 1449-3098

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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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright: Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 31 Mar 2021 23:09
Last Modified: 31 Mar 2021 23:37
Uncontrolled Keywords: online learning, equitable access, print disability, inclusion, connectiveness
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390411 Special education and disability
Identification Number or DOI: doi:10.14742/ajet.6449
URI: http://eprints.usq.edu.au/id/eprint/41683

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