Disability, higher education and e-learning

Abstract

In Australia, the activation of the Disability Standards for Education enshrined in 2005 and reviewed in 2015 clarify three objectives for education providers – to consult, to make reasonable adjustments, and to eliminate harassment and victimisation. The lure of online learning has been in its perceived ability to synthesise a variety of sometimes competing higher education goals encompassing pragmatic, humanistic, utilitarian, social justice, market-driven and pedagogical ideals. A number of studies have demonstrated that online or e-learning is often an attractive option for students with disabilities. Large organisations and learning management systems like Blackboard and Facebook are shamed into delivering on World Wide Web Consortium guidelines, and policy is used to drive access rather than learning outcomes. Learning material also needs to be offered in a variety of formats for students to be able to pursue their preferred learning style.

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