Answer

1. 1. Strategies of enhancing the accessibility of online learning for disabled students

      Over the last 10 years, the growth of e-learning has been explosive. Studies indicate that the number of students who enrolled for online classes between 2011 and 2012 increased by over 500,000. Currently, more than 6 million students in the U.S. are using this platform and the number is likely to double within the next five years.  Abrasion in e-learning in the U.S. is often perceived to be between 20-50 percent (Basham et al., 2015). Nevertheless, some scholars indicate that the current attrition rates of e-learning range between 70-80 percent. With regards t students with a disability, there is no available data on the number of students with disabilities who are enrolled in online education. However, relevant studies on the issue have suggested that there is a significant number of disabled students who can use e-learning in enhancing their education. Ostensibly, the advancement of this educational platform has still proved to be challenging for both teachers and students in that the later find it difficult to access online classes while the former do not understand how to operate these tools.  All the same, scholars have relayed several strategies that can enhance the accessibility of online learning for disabled students.

      E-learning students with ADHD, ADD, or other related conditions that affect their attentiveness tend to be easily distracted during classes. In some cases, these students are unable to focus on a given task making it hard for them to grasp what the instructor anticipated. For instance, completing a defined simulation in a noisy surrounding. Other online tools such as social media platforms or other online discussions planned to provide peer-based support can be a cause of distraction (Basham et al., 2015). Nonetheless, developers can help online students maintain focus by offering downloadable learning materials. Disabled students can easily participate in online activities even when they are offline when they feel that connectivity may cause some hindrance. By downloading the learning materials, learners could embark on their tasks at a time when they are at ease and later re-sync into the system when submitting an assignment.

      Another method of enhancing e-learning accessibility for the disabled student is the addition of subtitles on audio elements. Not every student can enjoy audio podcasts or comprehend the emotional appeal generated from background music, especially those with hearing impairments o difficulties (Greer, Rowland & Smith, 2014). With these developers should assimilate closed captions or subtitle tools for all audio-based learning activities. In the case of podcasts, developers could create audio transcript tools so that when the instructor is relaying certain information, the disabled learned could easily follow along as well as get the key takeaways.

      Similar to this, developers could incorporate audio tools to help those students with reading difficulties. Ailments such as Dyslexia as well as other learning disabilities have a significant effect on how affected students obtain and process information. Others with partial or total blindness will hardly see the information portrayed on the screen. With the inability of having a clear vision, such students will hardly understand text-based materials. The best option is to include audio captions as well as narrations to enable users to capture and explore the subject matter. Therefore, developers should ensure that their websites have audio-based resources that correlate with the written descriptions (Basham et al., 2015). This feature will enable students to effectively connect with the utilized delivery format and improve online learning content comprehension. In connection with this, students will be able to build their reading conception skills. What’s more, developers could incorporate features that can simplify text-based rudiments to make it easier for partially blind students to decipher the content. For instance, one could avoid assimilating technical jargon that may be relatively difficult for the software to read it out loud.

      Likewise, developers could create translation tools to enables disabled students to understand an unfamiliar language. Some students, especially those who speak English as a second language, may have a challenge in understanding the default audio or text in a certain online learning class (Greer, Rowland & Smith, 2014). Though some may competence certain conversations, a majority would experience difficulties when complex vocabularies are used. Since these e-learning platforms host a wide range of students from different cultural backgrounds, creating a translating tool will enable students to search for alternative words hence familiarize themselves with the relayed content. Needless to say, developers could use tools that can ascertain the geo-location of the student and automatically switch to their preferred language.

      Another method of enhancing e-learning for disabled students is providing users with closed e-learning platforms.  Some students with emotional and psychological challenges such as anxiety and autism tend to feel uncomfortable during social interactions. In most cases, students with these difficulties may not enjoy online classes that have direct social interactions as compared to others (Greer, Rowland & Smith, 2014). For instance, such students may shy away from group projects or social media activities with the fear of being mocked. Therefore, developers should allow them to participate in the class by allowing them to choose a path that correlated with their preferences as well as needs rather than forcing them to interact with remote peers. The feature could also have the function of a closed learning chat-room o to make the student feel at ease when sharing ideas.

      Besides, developers of these online sites could create a micro-training online learning library that students can access on their own. Students who suffer from memory loss would effectively use this tool to support their studying habits. Studies have shown that people who experience memory loss tend to be frustrated by virtue that they cannot retain knowledge or remember an important fact (Basham et al., 2015). Some may have acquired the disability through accidents or inheritance, but whatever the case, these individuals require a constant refreshment of knowledge so that they can remember key points. This tool would be effective for online learns who have a problem with memory loss as it enabled them to study at their own pace hence connecting the memory gaps that arose during normal classes.

      Lastly, developers could integrate interactive tools like simulations and games to keep students engaged during classes while allowing them to establish a desired schedule through personalized learning paths (Greer, Rowland & Smith, 2014). This application could well suit those students who have a problem with processing information. With the mentioned tools, students will be able to select the time and the course they will need to expand their knowledge and reduce external distractions.

      In conclusion, the introduction of the e-learning system has played a vital role in educating students with disabilities. However, the unfamiliarity of its mode of operation has proved to be ineffective to the students. With this gap, researchers have been able to propose a variety of strategies that could enhance the accessibility of online learning for disabled students. Some of the proposed methods include the integration of tools like simulations and games, creation micro-training online learning libraries, development of translation tools, provision of closed e-learning platforms offering downloadable learning materials, and addition of subtitles on podcasts.