Modified on December 11, 2020
An adequate, sustainable force of educators with strong preparation for working with students with disabilities has been difficult to secure in traditional settings; that shortage exists in online settings as well. While there are nascent understandings about instructor work with students with disabilities in K-12 online settings, understanding about course design for diverse learners, including those with disabilities, is lacking. This study was carried out using ethnographic participant/observer techniques and artifact collection and analysis over the course of nearly six months. During the course of the research, barriers to accessible course design and strategies for addressing them were identified.