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The Student Voice: Recommendations for Supporting the Success of Graduate Students with Disabilities in Online Courses

The Student Voice: Recommendations for Supporting the Success of Graduate Students with... This article offers recommendations for online graduate students, instructors, and universities to better meet the needs of students with disabilities who increasingly participate in online courses. Using semi-structured interviews, researchers asked what recommendations participants from respective disability categories have for supporting them in their pursuit of a graduate education in an online environment. Thirteen graduate participants represented five disability classifications including learning disabilities, attention deficit disorder/attention deficit hyperactivity disorder, psychological disorders, chronic health impairments, or visual impairments. Interview transcripts were analyzed to identify disability-specific recommendations through constant comparison of individual data sets. Recommendations for students, instructors, and universities focused on instructor-student communication and relationships, online course design, and a changing and active role of institutional support services. The collaborative efforts of all are emphasized. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Journal of Distance Education Taylor & Francis

The Student Voice: Recommendations for Supporting the Success of Graduate Students with Disabilities in Online Courses

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The Student Voice: Recommendations for Supporting the Success of Graduate Students with Disabilities in Online Courses

Abstract

This article offers recommendations for online graduate students, instructors, and universities to better meet the needs of students with disabilities who increasingly participate in online courses. Using semi-structured interviews, researchers asked what recommendations participants from respective disability categories have for supporting them in their pursuit of a graduate education in an online environment. Thirteen graduate participants represented five disability classifications...
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Publisher
Taylor & Francis
Copyright
© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.
ISSN
1538-9286
eISSN
0892-3647
DOI
10.1080/08923647.2022.2142027
Publisher site
See Article on Publisher Site

Abstract

This article offers recommendations for online graduate students, instructors, and universities to better meet the needs of students with disabilities who increasingly participate in online courses. Using semi-structured interviews, researchers asked what recommendations participants from respective disability categories have for supporting them in their pursuit of a graduate education in an online environment. Thirteen graduate participants represented five disability classifications including learning disabilities, attention deficit disorder/attention deficit hyperactivity disorder, psychological disorders, chronic health impairments, or visual impairments. Interview transcripts were analyzed to identify disability-specific recommendations through constant comparison of individual data sets. Recommendations for students, instructors, and universities focused on instructor-student communication and relationships, online course design, and a changing and active role of institutional support services. The collaborative efforts of all are emphasized.

Journal

American Journal of Distance Education – Taylor & Francis

Published: Mar 12, 2023

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