Distance education has recently morphed from correspondence to the online environment due to the ... more Distance education has recently morphed from correspondence to the online environment due to the recent technological expansion and explosion. As institutions of higher education face decreased funding from the state, they are searching for a high return on investment option that will allow them to optimize their efficiency in educating students – institutions are turning to online education en masse to serve this function. In fact, the growth of the online student population continues to steadily grow, adding an average of 568,000 students per year for the past decade (Allen & Seaman, 2013). Tailoring services created for the traditional, on-campus student in order to serve this new student population requires incredible foresight and attention to detail. As technological advances make building online classes easier by the minute, it is much easier for institutions to quickly create online classes, make them available, enroll students, and deal with issues that arise retroactively. This is a huge concern in regards to accessibility for students with disabilities, as “quick fixes” may not be available that would allow these students to continue in these courses. Institutions must consider accessibility as a fundamental aspect in the future development and acquisition of new technology, as recent guidance from the Departments of Justice and Education have proclaimed that “it is unacceptable for universities to use emerging technology without insisting that this technology be accessible to all students” (Dear Colleague Letter, 2010, p. 2). It is important for institutions to understand the legal implications of mandating use of technology which is not accessible to all students.
Distance education has recently morphed from correspondence to the online environment due to the ... more Distance education has recently morphed from correspondence to the online environment due to the recent technological expansion and explosion. As institutions of higher education face decreased funding from the state, they are searching for a high return on investment option that will allow them to optimize their efficiency in educating students – institutions are turning to online education en masse to serve this function. In fact, the growth of the online student population continues to steadily grow, adding an average of 568,000 students per year for the past decade (Allen & Seaman, 2013). Tailoring services created for the traditional, on-campus student in order to serve this new student population requires incredible foresight and attention to detail. As technological advances make building online classes easier by the minute, it is much easier for institutions to quickly create online classes, make them available, enroll students, and deal with issues that arise retroactively. This is a huge concern in regards to accessibility for students with disabilities, as “quick fixes” may not be available that would allow these students to continue in these courses. Institutions must consider accessibility as a fundamental aspect in the future development and acquisition of new technology, as recent guidance from the Departments of Justice and Education have proclaimed that “it is unacceptable for universities to use emerging technology without insisting that this technology be accessible to all students” (Dear Colleague Letter, 2010, p. 2). It is important for institutions to understand the legal implications of mandating use of technology which is not accessible to all students.
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