Online learning for students with disabilities has come a long way in the last decade. It was 10 years ago that Todd Pasquale, a quadriplegic from a 1984 diving accident, completed a double major at Eastern Michigan University by taking several classes online.

While assistive technology has advanced considerably since then, many of the reasons online classes were a boon to Pasquale remain true for today’s disability community.

“Winter weather prohibited me from taking classes on campus during winter semesters,” Pasquale lamented. “It was just too difficult for me to get around by wheelchair because of snow and cold weather, which is why it took me eight years to get my degree. Having the ability to take classes through EMU Online was an incredible opportunity that enabled me to keep up with my studies and wrap up my degree.”

Pasquale also enjoyed being able to take notes on his computer for online classes, freeing him from the note-taker he used on campus. In addition, he commented that he felt his online classes were more in-depth, and that getting questions answered by instructors and classmates was easier in an online format.

Nowadays, of course, online classes are common. But there is still a lag in accessibility standards and true accessibility.

A May, 2009 study by researchers at Cornell University found that:

Community colleges are increasingly using the Internet for admissions and financial aid applications. The use of online processes has serious implications for students with disabilities, such as visual and learning problems, who may encounter difficulties with the Web sites if they are not designed in an accessible and usable way.

A survey of student services leaders at community colleges across the country was conducted to evaluate the use of the Web for a variety of student processes. Also investigated was the awareness of issues related to Web accessibility for students with disabilities. Nearly 700 colleges responded, representing a 79% response rate.

While 90% offered online access to course catalogs, class schedules, and online courses, only half said that their school had requirements for accessible Web content. These results indicate that significantly more work needs to be done to inform community college administrators and Web developers about these issues.