Abstract
Online distance education is one of the fastest-growing sectors of postsecondary enrollment, and accessibility is becoming a more prominent issue. This study used a descriptive quantitative survey methodology to explore the characteristics of institutions and individuals who are responsible for implementing accessibility. Overall, the findings indicate growth in the implementation of accessible course design practices. The results revealed the association of several factors focused on institutional accessibility support and accessibility compliance support. Although no models or inferences can be made from these associations, they do suggest that institutional accessibility practices may have a key role in accessible online course design.
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