Faculty Experiences in Teaching Students with Visual Impairments in Higher Education Online Language Courses

Search for this publication on Google Scholar
She, L. (2023). Faculty Experiences in Teaching Students with Visual Impairments in Higher Education Online Language Courses. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

9 views ◎
3 downloads ⇓


Abstract

In higher education institutions, as the number of online language courses continues to increase, it is paramount to provide training and support for faculty and equip them with the appropriate tools to improve students’ learning experiences, specifically those with visual impairments. As such, the Culturally Relevant Disability Pedagogy and the Disability Studies Theory for College Students with Disabilities were utilized to help advocate for underrepresented students, and for them to receive adequate educational course contents. This qualitative study aims to examine online language faculty’s experiences teaching students with vision impairments. The goal is to make a novel contribution by exploring accessibility issues for online accessibility in language courses in the United States. Ten in-depth, semi-structured interviews were conducted with 10 language faculty around the country. After analyzing each transcript, several themes were identified to answer each research question: 1) Faculty Experiences in Delivering Online Language Courses to Learners with Visual Impairments, 2) Training and Support in Delivering Accessible Online Language Courses, and 3) Strategies and Tools to Teach Students with Vision Impairments. These findings revealed that ADA compliance and online languages should be prioritized in higher education. Despite the increasing number of online courses to teach languages, it is salient that students with visual impairments require further support and attention in higher education. Additionally, faculty require further training and support to help them implement accessibility strategies and tools in their online courses.

Details
Author

She, Liane

Title

Faculty Experiences in Teaching Students with Visual Impairments in Higher Education Online Language Courses

Physical Description

1 online resource (154 pages) : PDF

Date

2023

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

In higher education institutions, as the number of online language courses continues to increase, it is paramount to provide training and support for faculty and equip them with the appropriate tools to improve students’ learning experiences, specifically those with visual impairments. As such, the Culturally Relevant Disability Pedagogy and the Disability Studies Theory for College Students with Disabilities were utilized to help advocate for underrepresented students, and for them to receive adequate educational course contents. This qualitative study aims to examine online language faculty’s experiences teaching students with vision impairments. The goal is to make a novel contribution by exploring accessibility issues for online accessibility in language courses in the United States. Ten in-depth, semi-structured interviews were conducted with 10 language faculty around the country. After analyzing each transcript, several themes were identified to answer each research question: 1) Faculty Experiences in Delivering Online Language Courses to Learners with Visual Impairments, 2) Training and Support in Delivering Accessible Online Language Courses, and 3) Strategies and Tools to Teach Students with Vision Impairments. These findings revealed that ADA compliance and online languages should be prioritized in higher education. Despite the increasing number of online courses to teach languages, it is salient that students with visual impairments require further support and attention in higher education. Additionally, faculty require further training and support to help them implement accessibility strategies and tools in their online courses.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership
Educational technology

Degree

D.Ed.

Subject Area

Educational Leadership

Advisor(s)

Martin, Florence

Committee Members

Sadaf, Ayesha
Lim, Jae Hoon
Hobgood, Bobby
Godev, Concepcion

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2023.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

She_uncc_0694D_13370

Permalink

http://hdl.handle.net/20.500.13093/etd:3360