Using an Open Educational Resources Platform to Support Underserved Groups

Law, Patrina; Page, Anna; Storrar, Rosie

doi:10.1108/s2055-364120200000025005

Cited by 1 publication

(1 citation statement)

References 7 publications

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“…The t-test analysis highlights a crucial aspect: the presence of comprehensive accessibility features significantly enhances educational outcomes for students with disabilities (Zhang et al, 2020). This result is particularly important as it quantitatively confirms the positive impact of accessibility features such as screen readers, captioning, and adjustable text sizes (Law et al, 2020). These findings are consistent with the principles of Universal Design for Learning (UDL), which advocate for providing multiple means of representation, engagement, and expression to accommodate diverse learners (Al Hayek et al, 2020;Iniesto, 2020).…”

Section: Discussionsupporting

confidence: 64%

Assessing the Effect of Online Learning Platforms in Promoting Inclusive Education for Students with Disabilities

Panggabean,

Paramansyah,

Halim

et al. 2024

IETI

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This study assesses the effectiveness of online learning platforms in promoting inclusive education for students with disabilities. Utilizing a mixed-methods approach, the research combines quantitative data from surveys with qualitative insights from interviews and document analysis. The findings indicate that platforms with comprehensive accessibility features and Universal Design for Learning (UDL) principles significantly enhance educational outcomes and satisfaction for students with disabilities. However, disparities in satisfaction among different disability groups highlight the need for more tailored accommodations. Key themes identified include accessibility, usability, support, engagement, and persistent challenges. The study concludes that while online learning platforms have made significant strides, continuous improvement and stakeholder collaboration are essential for optimizing inclusivity and educational equity.

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