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Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy

Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy

Kathryn R. Green, Steven Tolman
Copyright: © 2019 |Pages: 23
ISBN13: 9781522578024|ISBN10: 1522578021|EISBN13: 9781522578031
DOI: 10.4018/978-1-5225-7802-4.ch007
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MLA

Green, Kathryn R., and Steven Tolman. "Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy." Care and Culturally Responsive Pedagogy in Online Settings, edited by Lydia Kyei-Blankson, et al., IGI Global, 2019, pp. 125-147. https://doi.org/10.4018/978-1-5225-7802-4.ch007

APA

Green, K. R. & Tolman, S. (2019). Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy. In L. Kyei-Blankson, J. Blankson, & E. Ntuli (Eds.), Care and Culturally Responsive Pedagogy in Online Settings (pp. 125-147). IGI Global. https://doi.org/10.4018/978-1-5225-7802-4.ch007

Chicago

Green, Kathryn R., and Steven Tolman. "Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy." In Care and Culturally Responsive Pedagogy in Online Settings, edited by Lydia Kyei-Blankson, Joseph Blankson, and Esther Ntuli, 125-147. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7802-4.ch007

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Abstract

The continued growth of online learning provides more educational opportunities to a diversity of people than ever before. In fact, Smith and Basham report that K-12 students with disabilities are opting for online learning environments at remarkably high rates, a trend unlikely to diminish as those students matriculate into postsecondary education. However, growth of educational practice is not always part and parcel of the growth of educational opportunity; too often, the latent shortcomings of traditional classrooms and teaching practices are heightened in non-traditional, virtual spaces. This chapter examines current models informing accessibility in education and explores the creative application of emerging pedagogical research and practices that support inclusive and accessible instruction across an increasingly diverse learner base.

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