Case Study in Modeling Accessibility for Online Instruction

Abstract

The purpose of this qualitative multiple case study was to explore how accessibility standards are adapted to create online learning environments that are accessible to people who use assistive technology, or have navigational challenges due to physical or intellectual disabilities. Rogers diffusion of innovation was used as the contextual framework with the focus on the re-invention step occurring during the implementation stage of Rogers theory. Four participants of a research project dedicated to training people with disabilities for employment using online learning modules, live video chat mentoring sessions, and a multiple user virtual environment, were interviewed. Theme development resulted in a preference for multiple means of representation related to Universal Design for Learning and the need for confidence building through technology use. The findings of this research study recommend implementing a more inclusive online community where people who use assistive and accessible technologies can engage and interact through web-based communication platforms and equally participate in socially relevant activities such as education and employment.