College Students' with Learning Disabilities Personal Reactions to Online Learning

Abstract

This case study investigates the strategies used to deliver online course content to postsecondary students with learning disabilities who were enrolled in a history course. The purpose was to examine whether course design modifications had any impact on students' attitudes or performance, and if so, which were most beneficial to students with learning disabilities. This study uses Universal Design for Learning (UDL) methods that can be used for all students, not just those with learning or physical disabilities, and includes how proper use of UDL can benefit these learners in the ever changing online learning environment. The findings reflected no apparent differences between the 2 students with learning disabilities and 3 without disabilities in regard to the use of the instructional media. However, some of the most important instructional modifications that might have benefited students with learning disabilities were inaccessible due to technical problems. Results might have differed in a course where students did not experience these difficulties. The results do, however, provide insight into students' reactions to specific modifications and present researchers and course designers with recommendations for improving the experiences of all students in online courses.