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Disability, Chronic Illness and Distance Education
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Author(s): Christopher Newell (University of Tasmania, Australia)and Margaret Debenham (Consultant, UK)
Copyright: 2005
Pages: 8
Source title:
Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA)and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch086
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Abstract
Distance education may be seen as both enabling and disabling in its application to, and relationship with, people with disability and chronic illness. Cutting-edge work suggests that it can provide a suitable route to support the studies of students with disabilities and those with long-term health problems. However, it is important that this should be regarded in terms of providing choice to students rather than requiring those who are identified as having impairment/chronic illness to undertake studies at a distance. Unless well designed and evaluated, as with any technology, DE can also become disabling in its impact (Goggin & Newell, 2003; Newell & Walker, 1992).
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