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Education in isolation: how remote learning impacts students with disabilities in the COVID-19 Era

Balsiger, Aliyah Joy (2021) Education in isolation: how remote learning impacts students with disabilities in the COVID-19 Era. Masters thesis, Northern Arizona University.

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Students with disabilities, particularly in post-secondary education, have unique and under-researched educational experiences. Expectations of appropriate behaviors or roles constructed by educational institutions or members of faculty and staff often place unjust burdens on disabled students that impact their relationships on campus, their interactions with others, and their self-concept. The COVID-19 pandemic, which has caused significant changes to education, including the new prevalence of remote learning, has unique educational implications for students with disabilities and alters the networks of relationships and expectations of behaviors that students, faculty, and staff have for each other. Research into the changing educational experiences of disabled students before and during the COVID-19 pandemic produces grounded suggestions as to how post-secondary institutions may better support enrolled students with disabilities and critically consider issues of discrimination and structural ableism in policy and pedagogy in this shifting academic landscape.

Item Type: Thesis (Masters)
Publisher’s Statement: © Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords: accommodation; disability; post-secondary education; remote learning; stigma; ableism
Subjects: L Education > LC Special aspects of education
NAU Depositing Author Academic Status: Student
Department/Unit: Graduate College > Theses and Dissertations
College of Social and Behavioral Science > Anthropology
Date Deposited: 18 Feb 2022 17:07
Last Modified: 18 Feb 2022 17:07
URI: https://openknowledge.nau.edu/id/eprint/5719

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