Special Issue of JALN on Integrating Accessibility into Online Higher Education, Call for Papers January 15, 2013

 March 2013 JALN special issue on Integrating Accessibility into Online Higher Education<?xml:namespace prefix = o />

Submissions due:  January 15, 2013

To be edited by Kristen Betts kristen.betts@armstrong.edu and Mark Riccobono mriccobono@nfb.org

 

Special Issue of JALN on Integrating Accessibility into Online Higher Education

 

Call for Papers

 

“Students with disabilities are in danger of being either excluded from the new media revolution or accommodated as after-thoughts of pedagogies that fail to anticipate their needs.”                                                                                      -- Sean Zdenek (2009)

 

More than 1 billion people in world today have a disability (World Health Organization, 2011). In the United States, 19 percent of the civilian non-institutional population have a disability (US Census, 2010). Within higher education, 11 percent of students report having a disability (GAO, 2009). The Bureau of Labor Statistics reported in an Economic News Release on June 12, 2012 that persons with a disability when compared to persons with no disabilities were more likely to work part-time and less likely to work in management, professional, and related occupations (2012). Data also revealed that in 2011, the unemployment rate for persons with a disability was 15.0 percent, significantly higher than 8.7 percent for individuals with no disability (Bureau of Labor Statistics, 2012). It is critical to note that the Economic News Release did state that “persons with a disability who had completed higher levels of education were more likely to be employed in 2011 than those with less education” (n.p.). Online education provides extensive opportunities for individuals with disabilities to enroll in certificate and degree programs thus increasing higher levels of educational completion. Therefore, colleges and universities need to ensure that academic programs and student support services are in alignment with ADA regulations from point of first contact with marketing, admissions, matriculation and through graduation. This special issue of JALN will provide innovative strategies and effective practices for accessibility within online higher education relating to recruitment, engagement, retention, support services, and graduation for students with disabilities.

 

The Sloan-C Journal of Asynchronous Learning Networks (JALN) Special Interest Group on Integrating Accessibility in Online Higher Education is soliciting articles on accessibility and increasing engagement, retention, and graduation rates of students with disabilities in online learning for a special issue to be edited by Kristen Betts and Mark Riccobono. 

 

Full first drafts of proposed  papers should be submitted to JALN (http://jaln.sloanconsortium.orgon or before January 15, 2013. Final revised copies of papers will be due by March 1, 2013).

To submit a paper, follow the directions at http://sloanconsortium.org/jaln_guidelines#_Toc297760705

 

To become a reviewer for submissions, please create an account at http://jaln.sloanconsortium.org.