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

Article


Cain, Melissa and Fanshawe, Melissa. 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. https://doi.org/10.14742/ajet.6449
Article Title

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

ERA Journal ID20265
Article CategoryArticle
AuthorsCain, Melissa (Author) and Fanshawe, Melissa (Author)
Journal TitleAustralasian Journal of Educational Technology
Journal Citation37 (3), pp. 137-151
Number of Pages15
Year2021
PublisherAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Place of PublicationAustralia
ISSN1449-5554
Digital Object Identifier (DOI)https://doi.org/10.14742/ajet.6449
Web Address (URL)https://ajet.org.au/index.php/AJET/article/view/6449
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.

Keywordsonline learning, equitable access, print disability, inclusion, connectiveness
ANZSRC Field of Research 2020390411. Special education and disability
Public Notes

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.

Byline AffiliationsAustralian Catholic University
School of Education
Institution of OriginUniversity of Southern Queensland
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