A Three-Way Dance: The Global Public Good and Accessibility in Information Technologies
The Information Society
Evaluating the usability of an interactive map activity for climate change education
Proceedings of the 10th International Conference on Interaction Design and Children
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During the fall of 2008, 4.6 million students pursued their education in online environments in the United States (Allen & Seaman, 2009). Considering that students with disabilities represent nearly 10% of all U.S. college students (National Council on Disability as reported by Frieden, 2003), one can see a need to disseminate information regarding how to best meet the needs of this population as they look to further their education by taking advantage of online learning opportunities. Through this paper, the reader will learn about Universal Design for Learning (UDL), accessibility laws, how the laws affect online education, and how instructional design can be implemented as a way to increase access to education for college students with disabilities. Finally, there will be an exploration of the impact accessibility laws have on instructional design and how an increase in accessibility can improve motivation for all segments of the population. Note: Although the statistics cited are based on U.S. postsecondary education student populations, the ideas outlined herein can be applied beyond the U.S., as the needs of disabled students are universal.