Academic Journal
New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic
| العنوان: | New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic |
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| اللغة: | English |
| المؤلفون: | Gin, Logan E., Pais, Danielle C., Parrish, Kristen D., Brownell, Sara E., Cooper, Katelyn M. |
| المصدر: | Journal of Microbiology & Biology Education. 2022 23(1). |
| الاتاحة: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Engineering Education and Centers (EEC) |
| Contract Number: | 2012998 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Online Courses, Barriers, Students with Disabilities, Access to Education, Academic Accommodations (Disabilities), Student Needs, Science Education, Accessibility (for Disabled), Undergraduate Students |
| تدمد: | 1935-7877 1935-7885 |
| مستخلص: | The COVID-19 pandemic resulted in nearly all universities transitioning their in-person courses to online instruction. Recent work from our research team conducted in Spring 2020 established that the immediate transition to online learning presented novel challenges for students with disabilities: students were unable to access previously established accommodations and there was a lack of information from Disability Resource Centers (DRCs) about adapting accommodations to online environments. In this study, we aimed to determine the extent to which these issues still were present 1 year later. In Spring 2021, we conducted a survey of 114 students with disabilities who were registered with the DRC and taking online science courses at a public research-intensive institution. We used our previous interviews with students to develop closed- and open-ended questions to assess the extent to which students with disabilities were being properly accommodated in their courses, document any new accommodations they were using, and elicit any recommendations they had for improving their experiences in online science courses. We used logistic regression to analyze the closed-ended data and inductive coding to analyze the open-ended data. We found that more than half of students with disabilities reported not being properly accommodated, and this was more likely to be reported by students who experienced new challenges related to online learning. When students were asked what accommodations they would have wanted, students often described accommodations that were being offered to some students but were not universally implemented. This study summarizes recommendations for making online science learning environments more inclusive for students with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1399296 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1935-7877 1935-7885 |
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