Making Online Learning Accessible

Abstract

The proliferation of Web 2.0 technologies has made it possible for teachers to create a variety of engaging online learning activities for students of all ages. However, for students with learning disabilities, the prospect of having to search, read, and analyze information online can be overwhelming. This article reviews a variety of tools and techniques that teachers can use to help make online learning more manageable for students with disabilities. These free tools focus on removing the clutter and distractions often found online and helping direct student attention towards the relevant content.

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“…Customized personal support: All of the students received personal instruction tailored to their needs. Factors identified in this study as contributing to success in learning, such as self-learning, interpersonal communication, group discussion and discourse, and flexibility in time, figure in advancing learning (Bray, Aoki, & Dlugosh, 2008), especially when they fit the manner of performance and style of thinking and learning of the learner (Brunvand & Abadeh, 2010;Dwyer& Moore, 2001).…”

“…Researchers (Brunvand & Abadeh, 2010;Skylar et al, 2007) reviewed a variety of tools and techniques that teachers can use to help make online learning more manageable for students with disabilities. Tools such as ShareTabs and TrackStar (Web sites for an interactive, online lesson), are designed to make it easier for teachers to share multiple Web sites, but for some students the task of having to work through multiple sites may still be overwhelming, even with the support and guidance provided by these resources.…”

“…Hypertext supports knowledge construction in a complex, non-linear, and changing environment based on the cognitive flexibility theory. But this flexibility in selecting the content could also lead to a lack of focus in the learning process (Brunvand & Abadeh, 2010).…”

Virtual Reading Lessons for Upper Elementary Students with Learning Disabilities

“…Virtual instruction may be useful for students who are placed in a homebound setting, students who need extra practice on a skill, or students who are unable to attend school due to short-term illness. Virtual instruction is a relatively new challenge for teachers of students with LD; however, there is some evidence that these students can benefit from online learning when it is streamlined to reduce clutter and focus on key content (Brunvand & Abadeh, 2010). Focusing on key content and presenting one topic at a time can keep teachers from overwhelming a student’s working memory and can reduce the cognitive load of school tasks (Greer et al, 2013).…”