Examining Varying Online Learning Experiences of College Students with Disabilities by Disability Type

Abstract

ABSTRACT This study explored the varying online learning experiences of college students with disabilities, examining the relationship of disability types with accommodations, perceived usefulness of instructional methods, and online learning self-efficacy. A total of 143 undergraduate students with disabilities participated in the study. A contingency table was used to examine the relationship between the type of disability and accommodations granted. An independent sample t-test was utilized to identify significant differences in the perceived usefulness of instructional methods and online learning self-efficacy across different types of disabilities. The results revealed that students with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities commonly sought additional test time and supplemental class notes, while those with psychological disabilities frequently requested attendance accommodations. In terms of instructional methods, students with ADHD and learning disabilities reported difficulties with reading assignments, online discussions, and e-mail communication. Conversely, students with chronic conditions (e.g. cystic fibrosis, Crohn’s Disease, Lyme Disease, etc.) perceived e-mail communication as more effective. Moreover, the study found that students with ADHD and learning disabilities exhibited a lower level of online learning self-efficacy compared to their counterparts with chronic conditions, who showed higher self-efficacy in online learning. The study finding emphasizes the importance of recognizing the unique needs of each disability type and tailoring accommodations and instructional methods accordingly.