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Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy

Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy
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Author(s): Kathryn R. Green (Michigan State University, USA) and Steven Tolman (Georgia Southern University, USA)
Copyright: 2019
Pages: 23
Source title: Care and Culturally Responsive Pedagogy in Online Settings
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA), Joseph Blankson (Ohio Northern University, USA) and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-5225-7802-4.ch007

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Abstract

The continued growth of online learning provides more educational opportunities to a diversity of people than ever before. In fact, Smith and Basham report that K-12 students with disabilities are opting for online learning environments at remarkably high rates, a trend unlikely to diminish as those students matriculate into postsecondary education. However, growth of educational practice is not always part and parcel of the growth of educational opportunity; too often, the latent shortcomings of traditional classrooms and teaching practices are heightened in non-traditional, virtual spaces. This chapter examines current models informing accessibility in education and explores the creative application of emerging pedagogical research and practices that support inclusive and accessible instruction across an increasingly diverse learner base.

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