Distance Learning: Universal Design, Universal Access

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Burgstahler, S. (2002). Distance Learning: Universal Design, Universal Access. AACE Journal, 10(1), 32-61. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/17776.

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Journal Information

AACE Journal
ISSN 1065-6901
Volume 10, Issue 1, 2002
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on AACEJ

Author

Sheryl Burgstahler, University of Washington, United States

Abstract

Distance learning courses offer opportunities for education and career enhancement for those who have access to the technologies they employ. However, many people find themselves on the wrong side of the digital divide that separates those with access to new technologies and those without. Even if they have access to these technologies, some people with disabilities find themselves on the wrong side of a second digital divide that is caused by the inaccessible design of coursework. This paper discusses access, legal and policy issues, and it presents an overview of design considerations for assuring that a distance learning course is accessible to potential instructors and students with a wide range of abilities and disabilities. The field of universal design provides a framework for this discussion. The content of this article can be used to help distance learning programs develop policies, guidelines and procedures for making their courses accessible to everyone.

Keywords

• Legal Issues
• Distance Education
• Educational Technology
• Learning Disabilities

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