The aim of this phenomenological study was to describe the experience of interaction for undergraduate and graduate students with disabilities who study online in an institution of higher education. One of the constituents of students’ experience was in-depth understanding of what it means for them to have access to online university programs.
Key findings and ideas:
Accessibility for university students who study online was more than having ‘digital curb cuts’. Students described accessibility as having access to mainstream and educational technologies, as well as access to accommodations including assistive technologies, accessible formats of materials and exams. While technology and accessible formats were essential for students with disabilities to learn online, students faced financial, administrative and attitudinal barriers in accessing them.