Last year we studied how the rapid transition from in-person courses to online courses because of the COVID-19 pandemic affected undergraduates with disabilities. We found students were not being properly accommodated and faced many unnecessary challenges as a result. However, we hypothesized that the lack of accommodations was largely due to the abrupt transition to online learning, which left DRC staff, faculty, and students with little time to prepare.
A year later, we surveyed students with disabilities across the sciences and found that many of the same challenges remained, despite increased time to remedy them. Read on to learn more.
This article was highlighted as a JMBE editor’s pick of the Opportunities and Challenges of Online Instruction special issue.
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