Lala

Klomp, R., (2004). A literature review of the accessibility of e-learning for students with disabilities. Unpublished manuscript. Retrieved December 17, 2007, from http://adaptech.dawsoncollege.qc.ca/pubs/abALiteratureReview.doc

A Literature Review of the Accessibility of E-Learning for Students with Disabilities

Ryan Klomp

Ottawa, Canada

2004

The current state of the literature on the accessibility of e-learning for students with disabilities can be broadly divided into three categories:

1. Literature outlining the benefits of e-learning for students with disabilities

2. Literature outlining potential barriers or difficulties imposed by e-learning technologies on students with disabilities

3. Literature outlining policy implications or areas of future research on the accessibility of e-learning

We shall examine each of these areas separately, but first we will review some common definitions and philosophies employed in the discussion of e-learning and accessibility.

Definitions of E-Learning

E-learning encompasses a broad scope of mediums and technologies. Definitions range from broad in scope as in (Dalloway, Ball and Sutherland), “... includes all forms of organised interaction between people, using computers or networks as the medium of communicate ...”[1] to very specific as in (Shelly Kinash) “... teaching and learning through the primary medium of Web-based computer resources, minimally including hyperlinks and/or the Internet and synchronous and/or asynchronous communication.”

In general, definitions of e-learning incorporate the broad range of communications technologies, including more traditional forms of electronic communications: Listservs, e-mail, bulletin boards. However, it is important to note that many studies consider distance and e-learning as synonymous, and include traditional texts, videotapes, and other audio-visual materials.[2] For the purposes of the...