Accessibility of Online Learning for Students with Disabilities Amidst Pandemic

Abstract

Abstract: This comparative study examined the accessibility of online learning for students with disabilities amidst the pandemic in five purposively selected countries: the Philippines, the United States of America (USA), South Africa, Italy, and Australia. A qualitative research design was used to determine and compare the accessibility of online learning in the selected countries in terms of policy, curriculum, teacher-student ratio, accommodations and supports, challenges, and improvements. Results revealed that online learning accessibility varies significantly from country to country in offering national curricula and strategies to provide accessibility and carry out inclusive education amidst the pandemic. It was found that the USA had shown a solid commitment to policy, curriculum, teacher-student ratio, accommodations, and support among the five selected countries. On the contrary, the Philippines show immense challenges in accessing online learning for students with disabilities. It is concluded that limited learning resources, lack of internet connectivity, inadequate digital literacy for teachers and students, and lack of concentration and coordination persisted as significant challenges in achieving quality online learning accessibility in a country. It is recommended that countries facing the same challenges may observe countries having quality and accessible online learning, such as the USA.