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Using Assistive Technology to Ensure Access to E-Learning for Individuals with Disabilities
Abstract
With the advancement of technology, Electronic Learning (E-Learning) now is more of the rule than the exception. E-learning has been the synonym for online learning, web-based learning, computerbased learning, in the fields of education, business, and information technology. E-learning utilizes a wide spectrum of technologies including internet, intranets, or multimedia platforms (O’Neill, Singh, & O’Donoghue, 2004). In order for individuals with disabilities to utilize E-Learning, often cases they need Assistive Technology (AT) which functions as a technological medium for accessing computer and the internet. The extent to which individuals need AT for computer and internet access varies depending on their residual abilities. Results from numerous empirical studies indicate the effectiveness of AT for individuals with disabilities in accessing learning and daily life activities. While a large body of studies exists in E-Learning, very few focus on supporting individuals with disabilities in their access to E-Learning. Providing AT for E-Learning access is not only the intent of the federal laws but also the principles of Universal Design for Learning (UDL). The core intent of the federal law, Americans with Disabilities Act, is to narrow the disparity between individuals with and without disabilities by ensuring access to technologies needed for equal employment (CAST, 2009). Given that rehabilitation, business, education agencies attempt to fulfill the intent of the laws, the purpose of this study is to provide an overview of technology access for E-Learning for individuals with disabilities including legislations relevant to technology access for individuals with disabilities, AT service delivery models, principles of UDL, effectiveness of AT for individuals with disabilities, issues and solutions, and discussions for future directions for research.
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