The role of technology and authentic task contexts in promoting inclusive learning for disabled and non-disabled college students

ABSTRACT

Although most online courses offered by institutions of higher learning are accessible to both the disabled and non-disabled student population, little empirical research is available on how inclusive the online courses are. Fulfilling mandated accessibility requirements may not always connote inclusivity. As such, educational institutions may unwittingly foster separate educational tracks for disabled Vs non-disabled students; while simultaneously paying mere lip service to the notion of "making reasonable accommodations" for their disabled student population as required by law. In this research project, we intend to use our current understanding of how humans learn in technology enabled environments and findings in cognitive neuroscience, to develop and assess the effectiveness of online course materials that will be made inclusively accessible to both disabled and non-disabled students. Our initial focus is on Science, Technology Engineering and Math (STEM) online courses offered to college level blind and deaf as well as sighted/hearing students.

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INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.1 Computer Uses in Education
          Subjects: Computer-managed instruction (CMI)

Additional Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.1 Computer Uses in Education
          Subjects: Distance learning

General Terms:
Design, Experimentation, Measurement, Performance, Verification

Keywords:
assessment, authentic task contexts, guided learning, learning processes, multimedia technology, universal design for learning