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dc.contributor.authorMullins, Laura E
dc.contributor.authorMitchell, Jennifer
dc.date.accessioned2021-12-03T14:34:29Z
dc.date.available2021-12-03T14:34:29Z
dc.date.issued2021-09-05
dc.identifier.issn1927-6044
dc.identifier.urihttp://hdl.handle.net/10464/15484
dc.description.abstractFollowing the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement.en_US
dc.description.sponsorshipBrock Library Open Access Publishing Funden_US
dc.language.isoenen_US
dc.publisherSciedu Pressen_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0
dc.subjecthigher educationen_US
dc.subjectonlineen_US
dc.subjectstudents with disabilitiesen_US
dc.subjectCOVID-19en_US
dc.titleThe Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Educationen_US
dc.typeArticleen_US
dc.identifier.doi10.5430/ijhe.v11n2p13
dc.identifier.eissn1927-6052
dc.source.journaltitleInternational Journal of Higher Education
dc.source.volume11
dc.source.issue2
dc.source.beginpage13
refterms.dateFOA2021-12-03T14:34:30Z


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