offers online (eLearning) courses that are academically rigorous and聽equivalent to traditional face-to-face courses. Courses offered online are the same in terms of credits, learning objectives, competencies, content, and transferability. They are also the same when it comes to policies concerning admission requirements and accessibility assurances.
In order for students with disabilities enrolled in postsecondary institutions to receive disability-related accommodations, typically聽they must first register with the institution鈥檚 office of disability services for students.聽Procedures and documentation requirements聽vary from institution to institution so it is important that students contact disability services early to ensure their accommodations will be in place prior to the start of each academic term.
Common accommodations students with disabilities request in online courses include the remediation of inaccessible PDFs and other documents into accessible formats, captioned聽videos, and extra time on assignments and tests. Accommodations should be requested in the same way they are requested for onsite courses. To receive accommodations from a postsecondary institution, students should contact the campus disability services office for information about documentation requirements and procedures.
Via a Colleague Letter (DCL), the National Science Foundation's (NSF) Directorates for Education and Human Resources (EHR) and Computer and Information Science and Engineering (CISE) funded nine projects to produce plans for developing forward-looking, highly adaptable, distributed digital environments that can personalize learning for individual, diverse learners in collaborative settings with potential applications across multiple and varying: (a) domains of knowledge, (b) learning contexts (including formal and informal education), and (c) time spans.
罢丑别听AccessCyberlearning 2.0聽Synthesis and Design Workshop, a project funded by the National Science Foundation鈥檚 (NSF) Cyberlearning and Future Learning Technologies program of the Division of Information and Intelligent Systems (#1824450), aims to inform the design of the next generation of digital learning environments for science, technology, engineering, and mathematics (STEM) content.
Many different curricula are used to teach Advanced Placement (AP) Computer Science Principles (CSP). Most of these curricula are not fully accessible to students with disabilities, largely because the programming tools that they utilize are not accessible to students who are blind or visually impaired and typically use screen readers to access content presented on the screen. Screen readers can read text aloud to users聽but cannot interpret content presented in images.
罢丑别听 was published by the Center for Innovative Research in Cyberlearning () in 2017.
鈥淐yberlearning鈥 is the term used by the National Science Foundation (NSF) in its . The Center for Innovative Research in Cyberlearning () works with projects in the聽NSF Cyberlearning Program聽and cyberlearning-themed projects across NSF to support, synergize, and amplify their efforts. CIRCL defines cyberlearning as follows,
罢丑别听Alliance for Access to Computing Careers (AccessComputing)聽leads activities to increase the participation of people with disabilities, including veterans, in computing and information technology (IT) postsecondary education and career fields. Activities for educators and employers are designed to build awareness of universal design and accommodation strategies, and to aid in recruiting and supporting students with disabilities through the development of inclusive programs and education on promising practices.
Changes to curriculum don鈥檛 just happen out of nowhere 鈥 they come from faculty members thinking about what to teach and searching for new and innovative ways to engage students in the learning process. Instructors often encounter barriers to curricular change, including: