Abstract
ABSTRACT This article offers recommendations for online graduate students, instructors, and universities to better meet the needs of students with disabilities who increasingly participate in online courses. Using semi-structured interviews, researchers asked what recommendations participants from respective disability categories have for supporting them in their pursuit of a graduate education in an online environment. Thirteen graduate participants represented five disability classifications including learning disabilities, attention deficit disorder/attention deficit hyperactivity disorder, psychological disorders, chronic health impairments, or visual impairments. Interview transcripts were analyzed to identify disability-specific recommendations through constant comparison of individual data sets. Recommendations for students, instructors, and universities focused on instructor-student communication and relationships, online course design, and a changing and active role of institutional support services. The collaborative efforts of all are emphasized.
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