Navigating Accessibility in Distance Education: A Multi-Method Analysis of Online Discourse Among Postsecondary Disability Resource Professionals During the COVID-19 Pandemic

Date of Award

4-2025

Degree Name

Doctor of Philosophy

Department

Education and Human Development

First Advisor

Brian Horvitz, Ph.D.

Second Advisor

Elyse Connors, Ph.D.

Third Advisor

Beixi Li, Ph.D.

Abstract

Despite legal frameworks, such as the Americans with Disabilities Act (ADA) and Section 504, students with disabilities (SWD) in postsecondary education continue to face barriers to equitable access. This study explores how disability resource professionals (DRPs) addressed these challenges through online discourse. This study analyzes posts from the Disabled Student Services in Higher Education (DSSHE) Listserv to identify the specific concerns, recurring trends, and discursive strategies that DRPs used during the pandemic.

Using the frameworks of Universal Design for Learning (UDL), self-determination theory (SDT), and communities of practice (CoP), the research reveals how DRPs discussed barriers, such as incompatibility between educational technologies and assistive tools, and how they negotiated shared meanings regarding inclusive practices. Key findings also highlight the importance of collaborative problem-solving in addressing accessibility challenges and shaping strategies that foster equitable access.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

5-1-2027

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