Students with Disabilities in Distance Education: Characteristics, Course Enrollment and Completion, and Support Services
JDE Volume 19, Number 1, ISSN 0830-0445 Publisher: Athabasca University Press
This study describes the characteristics, enrollment, and completion rates of students with disabilities and the support services they received over a three-year period. Between 1998 and 2001 a total of 604 students with disabilities enrolled in undergraduate courses at Athabasca University, which represents 1.5% of the student population. More than half (52%) had a physical disability, 20% had a learning disability, 20% had a psychological disability, 4% had some form of visual impairment, and 3% had a hearing impairment. Of these students 56.6% completed one or more of the courses in which they were enrolled. Their overall course completion rate (including early withdrawals) was 45.9%, somewhat lower than that of the general university population. Most students received a variety of types of assistance and accommodation through the Office for Access for Students with Disabilities. Only 7% of students with disabilities received no support services. Students who received more types of support services tended to have somewhat more success in terms of course completions, and certain types of disabilities appeared to be more amenable to certain types of assistance. (Contains 2 figures and 10 tables.)
Moisey, S.D. (2004). Students with Disabilities in Distance Education: Characteristics, Course Enrollment and Completion, and Support Services. The Journal of Distance Education / Revue de l'ducation Distance, 19(1), 73-91. Athabasca University Press.
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European Journal of Open, Distance and E-Learning Vol. 1 (2011)
Tanya Elias, Athabasca University
The International Review of Research in Open and Distributed Learning Vol. 11, No. 2 (Aug 04, 2011) pp. 110–124
Factors Which Predict Compliance with Accessibility Guidelines for Disabled Users By Higher Education Institutions
Elizabeth C. Smith, Mary Nell McNeese, Lin Harper & Sherry Finneran, University of Southern Mississippi, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 922–929
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