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

Conrad Shayo

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Digital Accessibility for Disabilities Online and Blended Learning Disability Education and Employment

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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2002Multimedia Learning 1998Cognitive Architecture and Instructional Design 2001Multimedia Learning 2006Efficiency in learning: Evidence-based guidelines to manage cognitive load 2001Sensory modalities are not separate modalities: plasticity and interactions 2002Is working memory still working 2006Do deaf individuals see better?2002Is Working Memory Still Working? 1Copyright © 2001 by the American Psychological Association. Reprinted with permission from the original publication: . “Is Working Memory Still Working?” American Psychologist, 56, 849-864. This re-print publication is arranged in recognition of the conferral on Dr. Baddeley of the Aristotle Prize at the VIIth European Congress of Psychology, London, in July 2001, for his outstanding research on human working memory. The original publication in the American Psychologist related to Prof. Baddeley's receipt of the Distinguished Scientific Contribution Award of the American Psychological Association in 2001.

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