Cook, Robin and Gladhart, Marsha. (2002). A Survey of Online Instructional Issues and Strategies for Postsecondary Students with Learning Disabilities. Information Technologies and Disabilities Journal, 7 (1). Retrieved May 7, 2007, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/gladhart.htm.
Summary
The authors discuss ways to address issues concerning adult learners with learning disabilities. Although they focus in on Web-based distance learning, they also give recommendations for classroom-based learning as well.
The focus on technology is critical because every college student, whether in a distance or classroom learning situation, must be able to access technology to succeed. 1998 was the first time that this equal access was made a legal mandate, through Section 508 of the Rehabilitation Act of 1973. Technology poses a particular problem for learning disabled students because so much information is available, it is often structured in a non-linear way, and the distance learning environment can be a very isolated one. The authors give suggestions for hardware (such as AlphaSmarts and scanners) and software (such as voice recognition software, screen magnifiers, and self-voicing browsers) that may help these students more easily access technology. As the amount of technology-centered library materials increases, universities need to be sure that modifications can be accessed there as well.
Several specific technology issues were addressed. Web sites need to be checked to make sure they can be accessed by all students, and instructors can use resources like WebAIM or the Center for Applied Special Technology to identify and repair website issues. Course management software, like Blackboard, generally already includes accommodations, but instructors should check to make sure before using it. Another technology-based issue is communication. Synchronous communication ('real-time' conversations) can be difficult for students with disabilities, because it doesn't allow them enough time to compose and post their thoughts. If possible, it is better to use asynchronous communication (like discussions boards and email) to make sure all students are equally able to participate and have time to reflect before answering. If synchronous communication must be used, the smaller the groups, the better. Also, it may help if the instructor acts as a facilitator to help keep the conversation focused. One last issue is online testing. In some ways, this may be a better testing environment for students with disabilities because everything is on one screen--students don't have to track between a test and an answer sheet. However, many online tests have automatic time-outs that disallow some students from taking extended time. Instructors need to be aware of the modifications that are appropriate for their students with disabilities and use testing sites that will allow them to track time without employing an automatic time-out.
One caution was given at the end of this article--that it is important for faculty to refer to their Disability Services office to find out what the appropriate accommodations are for a particular student, rather then trying to figure out such accommodations on their own. If they are armed with the appropriate information and resources, instructors should be able to make sure that their courses are more easily accessible to all students.
Response
Although this article brought up similar points as the others that I've read about universal design and online learning, I liked how the authors linked many of the online modifications they were suggesting back to accommodations that a face-to-face instructor might make. The most relevant point that I saw was the reminder that without a physically present instructor, one of the biggest difficulties for students with disabilities may be sorting out the reasoning behind all the materials provided and how they fit together. The article rightly points out that the 'why' is often where these students (and many others, I would think) get tripped up when confronted with an overload of information. This goes back to what I've often found in the classroom--that sometimes, what's good for special education students is also helpful for general education students. That's one reason why it's important for all instructors to consider these accommodations, not just those who have students with disabilities in their classes.
