Perceptions of students who are blind or visually impaired regarding accessibility, usability, and navigation of online university coursework



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Given the importance of multiplicity, annexation, multimodal culture of learning, and innovation in technology, Universal Design for Learning, also known as UDL, has all the potential to address and mitigate most of higher education’s greatest unrelenting concerns and issues regarding access for all students. Specifically, UDL can address the obstinately low rate of perseverance, success, and degree accomplishment manifested at some of the colleges and universities of the present day. The purpose of this study was to investigate how students who are blind or visually impaired (BVI) perceive the implementation and efficacy of UDL in online university coursework. The population of this study was students who are visually impaired and who have used a computer in college coursework with the assistance of any screen reader program.



Legal blindness, Students with low vision, Students with total blindness, Students with no or limited functional vision, Tactual learner, Visual learner, Auditory learner, Universal design for learning, Online coursework