Abstract
Within the online higher education system, accommodation practices are based on the medical model of disability. Meanwhile, the social disability model embraces inclusive practices in which institutions are expected to provide accessible learning experiences. These competing models create a paradigm conflict between ableist and inclusionary beliefs, which requires a systems understanding of how they manifest within education. This knowledge can help identify the institutional factors and practices that can be changed to achieve an inclusive and accessible online instructional higher education experience. The COVID-19 pandemic shift to online instruction magnified many of the challenges students face due to ableist practices. Examining student experiences from a systems perspective provides a window into the practical realities of more inclusive online learning experiences. Suggestions are provided to support the transition towards more inclusive online higher education practices.
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05 December 2023
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Fennelly-Atkinson, R. (2023). Ableism Versus Inclusion: A Systems View of Accessibility Practices in Online Higher Education. In: Hokanson, B., Exter, M., Schmidt, M.M., Tawfik, A.A. (eds) Toward Inclusive Learning Design. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-031-37697-9_8
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