Supporting Postsecondary Learners with Disabilities in Online Environments Abstract: What can be done to improve access, and retention for the 14% of postsecondary students with cognitive impairments taking online classes? Cognitive impairments affect attention, perception, concentration, memory, metacognition, problem solving, and strategy selection. Based on a research study with online students, we recommend turning the locus of support for students with cognitive impairments 180¡. Program Track: Technology and Emerging Learning Environments Area of Special Interest: Diversity Major Emphasis: Practical Application Research Study Theory/Conceptual Framework. Target Audience: All Institutional Level: All Type of Session-Preferred: Individual 25-30 minute presentation. Type of Session-Backup: Poster Objectives of the Session: Following this session the attendees will 1. Explain the affects of cognitive impairments on learning online. 2. Argue for locating supports within the instruction rather than external to the classroom. 3. Review research examining values and online learning comparing both students with and without disabilities. 4. Describe Universal Design for Learning to support learners with cognitive impairments. Content and Format: 1. After explaining the effects of cognitive impairments on learners with psychiatric disabilities, I discuss the extent of psychiatric disorders within postsecondary learners and the importance of looking at this issue within online learning environments. The most common areas affected by cognitive impairments are attention and memory, language, executive function, problem solving and reasoning, and social function. 2. The cognitive impairments provide a framework around which to apply strategies developed from the construct of Universal Design for Learning. The UDL framework focuses its strategy development around three neurological networks: recognition, strategic, and affective. Applying UDL means designing instruction with fewer barriers to learning. Flexibility in learning methods and the use of digital technologies are central to applying the benefits of UDL. 3. The presentation describes the results of a research study comparing the value of online teaching and learning techniques between learners with and without disabilities. The study asks online learners to describe the importance of a number of learning strategies for their learning. 4. Finally, I argue that the traditional way of supporting learners with disabilities needs to be turned 180 degrees. Traditionally disabilities offices, on campus, and working outside of the classroom, offer supports. These aids are temporary and lead to no or little improvement in teaching practices or learning skills. Additionally a person often takes an online class because they cannot attend a campus, thus the on-campus supports are not available. It is our premise that accommodations for cognitive impairments must be located within the instruction rather than placing on the students the onus of finding support outside of the course environment. We believe that instruction can and should be designed to be flexible enough to support diverse learners and, thus, all learners. Media: Standard equipment is fine. Biographical Sketch: Dr. Grabinger is an associate professor at the University of Colorado at Denver and Health Sciences Center in the learning technologies program. He and Joanna Dunlap developed the concept of Rich Environments for Active Learning to guide the creation of face-to-face and online learning. His current interests include the use and consequences of Web 2.0 applications, the study of the intersection of neuroscience and education, and the study of psychiatric disabilities and learning. He consults and speaks about online learning wherever invited. For fun he studies Italian, reads mysteries, and travels. Presenter: R. Scott Grabinger, Ed. D. University of Colorado at Denver and Health Sciences Center Campus Box 106, PO Box 173364 Denver, CO 80217-3364 USA Scott.Grabinger@cudenver.edu ?? ?? ?? 4 Current Developments in Technology-Assisted Education (2006) Supporting Psychiatric Disabilities in Online Education 2 Supporting Psychiatric Disabilities in Online Education 1 3/30/07