Search results

Larger numbers of students are entering higher education with more diverse learning needs. While laws are in place to create equal access to education for all, government-mandated learning supports for students with documented disabilities vary significantly from K-12 education to higher education. Universal Design for Learning (UDL) is a course design framework based on Universal Design in architecture, neuroscience research, and the latest technology, to design learning environments and curriculums that are accessible to all students in every learning environment. This chapter reviews literature on the history of Universal Design concepts, starting with Universal Design in architecture and moving into UDL. A review of the learning preferences of Millennial students, along with the neuroscience of learning and its connection to the principles of UDL, is also included in the literature review. This chapter also includes a section on Dr. Buckland Parker's study which documents four faculty members who chose to work with a small team of faculty development specialists to redesign their large enrollment courses using the principles of Universal Design for Learning.

In this chapter, the authors examine the challenges presented by supporting higher education students with disabilities in an online learning environment and put forth a discussion and recommendations for delivering literacy supports to geographically disparate students in fully online courses by embracing the social model of disability and universal design principals as opposed to the typical medical model of disability that it pervasive in educational systems. Under the Americans with Disabilities Act of 1990, educational institutions are required to promote auxiliary aids and services. Broadly defined, these aids are meant to enhance communication, inclusion, and participation of people with disabilities. The discussion of the resources put forth in this chapter begins with an exploration of the evolving consensus on the nature of disability and the standard (medical) model for providing accommodations and supports for students with disabilities, which was developed before the rise of online and blended learning environments. Next, the authors explore the problems inherent in the use of the medical model and highlight how the social model and universal design for learning can be utilized to empower learners and enhance their learning experiences in online and blended learning environments. The discussion returns to the importance of inclusion, participation, and engagement for students with disabilities no matter the modality of learning. This chapter concludes with a comparison of two models of support and recommended changes for implementation of best practices to enhance literacy supports in online learning environments.

This chapter discusses a bottom-up design strategy to support the principles of Universal Design and Universal Design for Learning adapted for online course development. The concept of Universal Design demands a holistic, bottom-up instructional design model for online course development that integrates technology, accessibility, recent instructional and learning theories, and a participatory postmodern worldview. This study is intended for faculty, instructional designers, administrators, assistive technology staff, and Web multimedia software vendors associated with higher education. The research assists these target audiences to design and develop online courses that are accessible without special adaptation or modification. The components of Universal Design for online learning support newer emergent approaches to instructional design, various programming solutions used in the software engineering field for efficiency, Universal Design for Learning, and legal guidelines associated with accessibility.

Technology has become a very important aspect of our sacred existence as humans. It has penetrated all sections of our society – it is now an enrichment tool for our economy, politics, education, and society. While these enrichments are naturally inclusive, this chapter focuses on the use of technology in enhancing the education of students, especially those with disabilities. Things that were once inaccessible are now accessible to students with disabilities through the use of technology. These students might have some atypical traits; however, they are humans who can learn and function in our society when provided with appropriate learning tools such as technology. With technology, these students' learning and social activities can be enhanced, modified, adapted, and adjusted so that they can maximize their fullest potential. This is the premise of this chapter; and it sets the stage for the other chapters.

On a world basis, 15% of the population has a disability. Having a disability can result in a higher frequency of health-related information needs than other users might experience. The Web represents a widely used source for health information. People with disabilities, however, often encounter barriers during online searching, such as inaccessible information, poorly designed search user interfaces and lack of compatibility with assistive technology. Consequently, many users are potentially excluded from a range of information sources. Measures are therefore needed to remove these barriers to avoid health disparities that can result from unequal access to information. Public libraries have a social responsibility to include all user groups, and should aspire to make fully accessible services. A good tool in this context is the implementation of the universal design mind-set, where the purpose is to develop services that are available to all people. This chapter discusses how universal design can be a premise for equal access to health information and potentially reduce health disparities in the context of users with disabilities. Both library services and education of librarians will be addressed.

The author takes a comprehensive look at the accessibility of e-resources for all people, including those with disabilities, in the context of collection development (CD).

Employing a combination of research methodologies — policy analysis, content analysis, and phone survey—the author explores the extent to which the needs of people with disabilities are considered.

Several professional library organizations recommend accessibility-sensitive selection and procurement procedures. However, not all students enrolled in library school programs might learn about the issue. Few books on the subject cover the issue adequately. Nationwide, CD policies requiring conformance to accessibility standards are the exception; and when librarians meet to make decisions about the selection of specific e-resources, the needs of people with disabilities are rarely on their radar screens.

Researchers conducting similar surveys in the future might want to not only select a statistically more representative sample of academic libraries but also widen their focus and include both accessibility and usability in their investigations.

Textbook authors and course instructors in the area of CD need to address accessibility and usability. Librarians need to raise the issue with database and e-book vendors during license negotiations.

The acquisition of e-resources designed to be accessible and usable for all will enable people with disabilities to participate more fully in our information-driven society.

The data collected provide for a broad discussion of the extent to which the needs of people with disabilities are considered in connection with CD.

This chapter discusses how assistive technology (AT) has been used in Saudi inclusive schools. It also synthesises issues and challenges that play significant roles in using AT with students with disabilities in inclusive education. These topics include Kingdom of Saudi Arabia regulation and legislation for AT, teachers' attitudes and knowledge of AT, professional development, AT specialists to support AT use in inclusive education and integrating AT in students' Individual Education Plans. Moreover, the chapter explains how the education section in the Saudi Vision 2030 focusses and discusses the enhancement of AT use among students with disabilities in the inclusive education.

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as identified with a disability). However, little research exists regarding the use and evidence-base base of technologies for these populations. This chapter presents technology to support students who are GCT as well as students identified as twice exceptional, including assistive technology to support students in content area instruction. Although, an evidence-base is needed for using technology in education for GCT and twice-exceptional students, existing research supports using the Internet and Web 2.0 technologies with these students.

In this chapter, we argue that if online education moves toward a dynamic, collaborative, and humanized experience, inquiry-based learning can result almost naturally. We begin by briefly tracing the history and growth of online education and discussing the real, and often negative, perceptions about online education. The readers are then asked to consider their assumptions about student’s learning experiences in the face-to-face environment before making decisions about strengths and limitations of online education. The chapter then provides an overview of how online education and technology-enhanced classes create natural linkages to inquiry-based learning while meeting the unique needs of diverse learners; general examples of technology as a modality for inquiry-based learning are provided. The chapter culminates with four case studies that demonstrate how inquiry-based learning can be facilitated outside of the classroom walls and effectively integrated with technology. The case studies are drawn from education, chemistry, and business providing an example of how to investigate facts through collaborative presentations, develop informed opinions through asynchronous discussion, and make sense of concepts through curation.

The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher.

This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs.

This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities.

The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students.

Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.