The Potential of Online Education: Beyond the Status Quo of Equity and Inclusion

Intersections of Marginalization and Possibility: A Phenomenological Analysis of Disabled Students’ Experiences with Online Learning

“…This is not a criticism of udl, rather it is an observation that the research -by focusing on access to content -necessarily did not account for students' experiences. Likewise, a study by Krazinski and Cartier (2022) found that one large urban district in the United States prioritized representational domains of accessibility and largely ignored the more dialogic engagement aspects that for remote learning accentuate the need for strategies specific to learner location and environment. Skilled teachers have many instructional moves to support disabled learners that were transformed or not possible during online learning such as being able check-in with students privately or read body language.…”

“…This need drives the theoretical framing and justification for methods used in this study and discussed in subsequent sections. Krazinski and Cartier (2022) found that one large urban district in the United States embraced language of equity during the pandemic and yet discursively defined this as attending to racial disparities and often the inclusion of disabled students as a separate matter, thereby imagining the needs of disabled students to be a single axis issue or, as critical race scholars (Annamma et al, 2013) have pointed out, without naming the intersectionality present in disability, whiteness therefore becomes the assumed and imagined default. Regardless of setting, ability, race, gender, and class still shape what accommodations are available; leading to a need for a critical and intersectional framing that addresses this gap in the literature.…”