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Universal Design Online and Students on the Autism Spectrum: Is it a Match?
PROCEEDING

, Old Dominion University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Online education provides a way for young adults to attend postsecondary courses when they might not otherwise have those opportunities due to location, timing, or other circumstances. For individuals on the autism spectrum, or those with autism spectrum disorder (ASD), the online environment in general allows for unique opportunities for engagement while removing some of the distractions associated with face-to-face interactions. However, little has been done to explore the online learning environment, in particular, as it pertains to college students with ASD. Additionally, while online coursework moves to incorporate principles of inclusivity for students with disabilities using Universal Design frameworks, little has been done to see how or if these adjustments apply in particular to college students with ASD. This study seeks to explore these issues through a qualitative research synthesis, analyzing themes from strategically selected descriptive studies deductively by UDL principle. Conclusions are drawn based on what is currently known about online learning for college students with ASD, and how, or if, principles of UDL are currently being incorporated to facilitate their educational experiences.

Citation

Anderson, A. (2020). Universal Design Online and Students on the Autism Spectrum: Is it a Match?. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1968-1974). Online: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2020 from .

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