How ‘Open’ is Distance Higher Education for Students with Disabilities? A Literature Review
DOI:
https://doi.org/10.57125/FED.2024.12.25.04Keywords:
Open and Distance Education, Distance Higher Education, Students with Disabilities, Inclusive Education, Openness, Accessibility, Assistive TechnologyAbstract
This study attempts to answer the question of how "Open" Distance Higher Education is for Students with Disabilities (SwD) through a literature review. To this end, published books, journals, reports, and articles were examined using authoritative research sources such as Google Scholar, ResearchGate, and ERIC. In addition, laws related to Persons with Disabilities and education were also utilized. This paper is divided into four sections, where accessibility in Open and Distance Higher Education is analyzed in relation to SwD more broadly, concluding in the last section by discussing Open and Distance Higher Education and SwD in Greece. The existing literature and related research are very limited. The findings show that Distance Education offers significant opportunities for inclusive education, mainly due to the flexibility it provides. For students with mobility disabilities, Distance Higher Education offers the possibility of education without geographical limitations, especially when physical presence is impossible due to a lack of appropriate accessible building infrastructure. Furthermore, while multiform distance learning material can enhance accessibility, they can also pose barriers for SwD, as all tools and resources need to be accessible to everyone. Subtitles are an important accessibility tool, especially for deaf or hard of hearing learners. Additionally, examinations should be equally accessible to all learners, regardless of their disability. The distance learning material should be based on the principles of Universal Design for Learning. Also, assistive technologies and voice reading software play an important role, especially for visually impaired learners. Assistive technology and AI tools can help students depending on the type of disability. Under the current circumstances, the accessibility of SwD to Distance Higher Education, including in Greece, faces significant challenges. In conclusion, Distance Higher Education has the potential to support inclusive education, but it is necessary to implement appropriate accessibility standards and strategies.
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