Distance learning: the library’s role in ensuring access to everyone
| Published date | 01 December 2002 |
| Pages | 420-432 |
| Date | 01 December 2002 |
| DOI | https://doi.org/10.1108/07378830210452622 |
| Author | Sheryl Burgstahler |
| Subject Matter | Information & knowledge management,Library & information science |
Distance learning: the
library's role in ensuring
access to everyone
Sheryl Burgstahler
Introduction
Federal legislation and increasing support for
the full inclusion of all students in precollege
education has resulted in higher expectations
and increased participation of students with
disabilities in academic programs that have
prepared them for college studies. As a result,
greater numbers of young people with
disabilities are attending postsecondary
academic institutions (Henderson, 2001;
National Council on Disability, 2000).
However, these individuals experience far less
academic success than their non-disabled peers
(Horn and Berktold, 1999) and many people
with disabilities who are capable of
postsecondary studies have not yet had the
opportunity to participate (Gadbow and
DuBois, 1998). The poor employment figures
for people with disabilities coupled with the
positive impact of education on career
outcomes, makes increasing the academic
success of this group an important goal
(Blackorby and Wagner, 1996; Gajar, 1998;
National Council on Disability, 2000; Phelps
and Hanley-Maxwell, 1997; Stodden and
Dowrick, 2001; Yelin and Katz, 1994).
The impact of technology on the delivery of
education is clearly demonstrated in the
exponential growth of the number of
Web-based distance learning course offerings.
These programs are hosted by traditional
precollege and postsecondary institutions, as
well as businesses that offer instruction
exclusively in this mode. Internet-based options
promise to make courses available to everyone,
everywhere. It is assumed by most instructors
and administrators that anyone with a
computer and Internet connection can access
these courses and the supplementary materials
that might be offered by libraries, museums,
university departments, businesses and other
groups. Even for people with disabilities, a wide
array of assistive technology interfaces with
The author
Sheryl Burgstahler is at the University of Washington,
Seattle, Washington, USA. E-mail: sherylb@u.washington.edu
Keywords
Internet, Distance learning, Disabled people, Technology,
Libraries
Abstract
Federal legislation and increasing support for the full
inclusion of all students in precollege education have
resulted in higher expectations and increased participation
of students with disabilities in academic programs that have
prepared them for college studies. As a result, greater
numbers of people with disabilities are attending post-
secondary academic institutions and participating in distance
learning offerings. This article focuses on the role that
libraries can play in assuring that all distance learning
students and instructors have access to the electronic
resources they offer. It can be used to help libraries develop
policies, guidelines, and procedures for making their
electronic resources accessible to people with disabilities.
Electronic access
The research register for this journal is available at
http://www.emeraldinsight.com/researchregisters
The current issue and full text archive of this journal is
available at
http://www.emeraldinsight.com/0737-8831.htm
Theme articles
This article is based upon work supported by the
National Science Foundation (grant no. 9800324)
and the US Department of Education, Office of
Postsecondary Education (grant no. P33A990042).
Any opinions, findings, and conclusions or
recommendations expressed in this material are those
of the author and do not necessarily reflect the views
of the Federal government.
420
Library Hi Tech
Volume 20 .Number 4 .2002 .pp. 420±432
#MCB UP Limited .ISSN 0737-8831
DOI 10.1108/07378830210452622
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