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Open Learning

2015 Volume 30, Number 1

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Table of Contents

Number of articles: 5

  1. Institutional Change for Improving Accessibility in the Design and Delivery of Distance Learning--The Role of Faculty Accessibility Specialists at the Open University

    Rachel Slater, Victoria K. Pearson, James P. Warren & Tina Forbes

    The Open University (OU) has an established infrastructure for supporting disabled students. Historically, the thrust of this has focused on providing accessible adjustments post-production. In... More

    pp. 6-20

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  2. Whose Job Is It? Key Challenges and Future Directions for Online Accessibility in US Institutions of Higher Education

    Kathryn E. Linder, Danielle L. Fontaine-Rainen & Kirsten Behling

    This article reports on a national study conducted in the United States on the current institutional practices, structures, resources and policies that are needed to ensure online accessibility for... More

    pp. 21-34

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  3. Universal Design for Online Courses: Applying Principles to Pedagogy

    Kavita Rao, Patricia Edelen-Smith & Cat-Uyen Wailehua

    Universal design (UD) educational frameworks provide useful guidelines for designing accessible learning environments with the intention of supporting students with and without disabilities. This... More

    pp. 35-52

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  4. Modern Languages and Specific Learning Difficulties (SpLD): Implications of Teaching Adult Learners with Dyslexia in Distance Learning

    Matilde Gallardo, Sarah Heiser & Ximena Arias McLaughlin

    In modern language (ML) distance learning programmes, teachers and students use online tools to facilitate, reinforce and support independent learning. This makes it essential for teachers to... More

    pp. 53-72

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  5. Online Library Accessibility Support: A Case Study within the Open University Library

    Wendy Mears & Helen Clough

    The Open University (OU) is the UK's largest distance education provider and has a large and growing disabled student population. Disabled user support presents particular challenges for an online ... More

    pp. 73-85

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