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Barriers to Implementing Universal Design Features at 2-Year and 4-Year Title IV Eligible Institutions in the United States
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, , University of West Florida, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Over the past decade, distance learning courses, also commonly known as elearning or online learning, have grown at an unprecedented rate. This rate significantly outpaces that of enrollment in traditional college courses (Allen & Seaman, 2007). Most studies regarding online learning have failed to examine how students with disabilities are uniquely impacted by the growth of online courses at the institutions they attend (Wentz, Jaeger, & Lazar, 2011). Data analyzed in this descriptive study were derived from the Postsecondary Education Quick Information System (PEQIS) survey conducted during the 2009–2010 academic year. Weighted data represent 4,200 2-year and 4-year Title IV eligible degree-granting postsecondary institutions in the United States. Items related to Universal Design for Learning and student disabilities were analyzed through ANOVA and Scheffe post hoc tests and revealed significant differences across the majority of the moderating variables.

Citation

Havard, B. & Piper, M. (2013). Barriers to Implementing Universal Design Features at 2-Year and 4-Year Title IV Eligible Institutions in the United States. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1332-1335). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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