Fostering inclusive online learning environments for students with disabilities in higher education

Walsh North, Ruth (2002) Fostering inclusive online learning environments for students with disabilities in higher education. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (7MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This paper folio has relevance to the direct practice and administration of services to students with disabilities in online learning environments. In particular, the first paper will examine the types of barriers students with disabilities face when they use the World Wide Web. It will offer solutions for improving Web content accessibility to optimize readability and navigation. This paper can be used as a practical resource for faculty, staff, and administrators who are unfamiliar with this new and emerging issue in higher education. The second paper will advance the discussion from awareness building to institutional accountability through policy development. The distance learner will be profiled, since the effect of inaccessible online resources is most drastic in Web-based distance education courses. This paper will be particularly relevant for distance education practitioners and senior university administrators who are interested in the legal, ethical, and practical facets of accessing virtual learning environments. Finally, the third paper will explore the theoretical frameworks for fostering inclusive online learning environments for students with disabilities. It will highlight the importance of the relationship between campus ecology and student development. This paper will be especially pertinent for student affairs professionals and their academic colleagues. Both student affairs colleagues and faculty members would benefit from a theoretical basis in which to understand and interpret student learning in an online environment.

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