Abstract
Although the accommodation of students with disabilities in the traditional social work classroom has been discussed in the professional literature, the emergence of Internet-based courses raises new questions about accommodating students with disabilities. While the Internet has opened up new possibilities for learning, it has also interposed speed, uniformity, and efficiency as overriding principles, often running counter to accessibility and adaptability needs. Several key domains for Internet-based course work accommodations are identified: student privacy, online etiquette, ethical guidelines for online learning, and pedagogical integrity. Finally, recommendations are made for optimizing the online learning experience for social work students with disabilities.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 267-281 |
| Number of pages | 15 |
| Journal | Journal of Social Work Education |
| Volume | 37 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2001 |
Bibliographical note
Funding Information:JoHN C. BRICOUT is assistant professor, George Warren Brown School of Social Work, Washington University in St. Louis. This project was partially funded by Research Training Grant H1 33P970003 from the National Institute on Disability and Rehabilitation Research, U.S. Department of Education. It was based upon a conference paper delivered at the Disability Issues Symposium of the 45th Annual Program M eeting of the Council on Social Work Education, in San Francisco, CA, March 13, 1999.
