Students' use of disability accommodations in emergency remote teaching
Students' use of disability accommodations in emergency remote teaching
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DOI：
10.1119/perc.2021.pr.scanlon
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发表时间：
2021-10
期刊：
影响因子：
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通讯作者：
Erin M. Scanlon;M. Vignal;Bethany R. Wilcox;Jacquelyn J. Chini
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文献类型：
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作者：
Erin M. Scanlon;M. Vignal;Bethany R. Wilcox;Jacquelyn J. Chini
残疾是多样性中经常被忽视的一个方面。最近的研究表明，在物理课程的设计中，残疾学生在进入和参与方面存在固有的障碍。为了帮助消除这些障碍，大学必须为残疾学生提供合理的便利。然而，由于社会因素（例如，残疾污名），其他人则无法获得获得获得住宿所需的专业诊断。本研究的目的是探讨谁识别与残疾/损伤谁正在采取紧急远程教学（ERT）物理课程在2020年秋季的学生的经验，告知政策提供访问学生在未来的远程和面对面的课程。在本文中，我们提出的患病率和类型的残疾学生在物理课程的报告，他们报告的住宿使用，这项工作的道德考虑。总的来说，我们发现，残疾学生在物理课程中占相当大的比例，有积极和消极的原因，学生没有使用或要求住宿。
Disability is an often-overlooked aspect of diversity. Recent research has indicated that there are barriers to access and participation for disabled students inherent in the design of physics courses. To help counteract these barriers, universities are required to provide reasonable accommodations for disabled students. However, not all students use the accommodations they have access to because of social factors (e.g., disability stigma), and others do not have access to the professional diagnosis often required to access accommodations. The purpose of this study was to explore the experiences of students who identify with a disability/impairment who were taking an emergency remote teaching (ERT) physics course in Fall 2020 to inform policies about providing access to students in future remote and face-to-face courses. In this paper, we present the prevalence and types of impairments disabled students in physics courses reported, their reported accommodation usage, and ethical considerations of this work. Overall, we find that disabled students represent a sizeable group in physics courses, and there are positive and negative reasons students did not use or request accommodations.