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État de publication: publié
Titre des actes: OTESSA: Conference proceedings
Éditeur: OTESSA
URL: https://conference.otessa.org/index.php/conference/article/view/26
Résumé: The implementation of inclusive teaching practices in postsecondary education has depended, up until now, on individual faculty initiatives. However, the COVID-19 pandemic has caused teachers to rethink their practices and to move their courses online. The purpose of this exploratory study is to analyze the evolution of inclusive teaching practices in college education, following the transition from face-to-face to blended and online courses during the pandemic. Qualitative data was collected from 25 interviews with students with disabilities. Results show a progression in the accessibility of course materials and in the use of technological tools to diversify content presentation formats. Assessments also showed some diversification. However, the results suggest that opportunities for student engagement and participation in online and blended courses were quite restricted. Teaching was also perceived as less inclusive and less structured by students, except in courses where teachers set aside specific time for questions and to summarize important points. The results are discussed considering principles and practices to support learning and engagement for all students, recognizing the variability of their needs and preferences.
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