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Debunking the myth that LD and online dont mix

In: Handbook of Higher Education and Disability

Author

Listed:
  • Manju Banerjee
  • Adam R. Lalor
  • Michelle Deal
  • Denise Jaffe

Abstract

Online or remote learning is the new normal. It is generally believed, however, that the online platform is not “user friendly” to students who learn differently (LD). This perception is quite common among students with LD, and their parents and teachers. Yet, delving deeper into this position reveals the reasons for this belief are not always grounded in sound research. Much of the perception is based on studies showing mixed outcomes for online versus to face-to-face learning prior to 2020; and the recent dramatic effects of the emergency pivot to online learning during the pandemic. Using knowledge of student profiles, their experiences in the digital space, and online research, this chapter will encourage readers to rethink beliefs about LD and online learning. Specific sections of the chapter will address course design for students with LD, and scaffolds that support executive function challenges in both asynchronous and synchronous instructional venues. Practical suggestions for working online with students with LD will be offered.

Suggested Citation

  • Manju Banerjee & Adam R. Lalor & Michelle Deal & Denise Jaffe, 2023. "Debunking the myth that LD and online dont mix," Chapters, in: Joseph W. Madaus & Lyman L. Dukes III (ed.), Handbook of Higher Education and Disability, chapter 12, pages 149-164, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:21119_12
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    File URL: https://www.elgaronline.com/doi/10.4337/9781802204056.00020
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