A blended instructional design approach to accessible cyberlearning

Marilyn P. Arnone, Jennifer T. Ellis, Derrick L. Cogburn

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

These are learning issues facing all persons with disabilities (PWDs). In some parts of the world, this problem is magnified because of the sheer numbers of PWDs, especially in the Asia-Pacific Region with one of the highest levels of disability in the world (Officer & Posarac, 2011; ESCAP 2012). Many are marginalized in their own countries, and face significant barriers in terms of transportation, information and communication technologies, employment, and most importantly, education. Without education that acknowledges their unique learning needs and that prepares them to be leaders on disability issues in their region and the world, they have few opportunities for political participation in which their voices can be heard.

Original languageEnglish (US)
Title of host publicationHandbook of Design in Educational Technology
PublisherTaylor and Francis
Pages336-347
Number of pages12
ISBN (Electronic)9781135118969
ISBN (Print)9780415807340
DOIs
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Social Sciences(all)

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    Arnone, M. P., Ellis, J. T., & Cogburn, D. L. (2013). A blended instructional design approach to accessible cyberlearning. In Handbook of Design in Educational Technology (pp. 336-347). Taylor and Francis. https://doi.org/10.4324/9780203075227-39