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Exploring Online Education and Students With Disabilities in Higher Education
Abstract
The chapter examines online self-efficacy among students with disabilities, their preferences for studying online, and their challenges, as well as accessible online courses (universal design for learning). Online learning environments require self-efficacy, which varies according to disability type. Online formats must provide enhanced flexibility and accessibility. Instructors may overlook accessibility issues due to a lack of training. Loneliness has also been associated with negative online learning experiences. UDL ensures equitable access to learning materials. This review can inform policy and practice to ensure online learning is accessible to students with disabilities. Finally, for online learning to succeed, it is equally essential to obtain feedback from students with disabilities. Hence, more research is needed to expand and explore the impact of online learning environments on students with disabilities in higher education. The research should also focus on the types of accommodations and disability services most required for online learning.
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