A Qualitative Analysis of Remote Learning Barriers Among Students with Disabilities

Amy Fisk, SUNY Geneseo Assistant Dean for Accessibility
Rebecca Mushtare, SUNY Oswego Associate Professor of Interaction Design, Associate Director of the Center for Excellence in Learning and Teaching

SUNY Geneseo, SUNY Oswego

 

During fall 2020 we conducted 40 interviews (both synchronous and asynchronous) with SUNY Oswego and SUNY Geneseo students registered with the Accessibility Resources at their institution about their academic experiences during the pandemic. Our interview/survey items included discussions of accessibility, accommodations, experience with online learning, barriers they faced when learning from home, how included or excluded they felt in their classes, and what strategies they have employed to be successful. The results of the current study showed that many students experienced barriers pertaining to:

  • lack of access to campus resources •access to a quiet and dedicated work space
  • accessibility and organization of digital course materials and learning platforms
  • lack of support from faculty and interaction with peers, and
  • navigating boundaries between personal and school demands

During this interactive session we will share some of our qualitative and quantitative findings, as well as our recommended teaching and learning strategies to support the success of all students in both in-person and virtual learning spaces. We will illustrate the value and impact of these strategies using the powerful stories we collected during our interviews. Presenters will model UDL principles in this interactive presentation. 

Rebecca Mushtare is an Associate Professor of interaction design, the Associate Director of the Center for Excellence in Learning and Teaching at SUNY Oswego, and co-founder and co-host of the Tea for Teaching podcast. Rebecca’s research interests include digital accessibility, design for older adults, and inclusive design.

Amy Fisk is the Assistant Dean for Accessibility at SUNY Geneseo, overseeing support services for students with disabilities and working with key campus stakeholders to promote an equitable, inclusive campus environment. Her primary research interests are in the area of postsecondary education transition for students with disabilities, and the practice of non-traditional school psychology.