Success for All: Maximizing Digital Accessibility in Special Education Teacher Preparation Courses through Universal Design for Learning
Open accessAbstract
Digital accessibility has become one of the most critical components for post-secondary student learning success because accessibility is the first step of learning and the diverse college student population. However, emerging studies showed that teacher candidates experience high challenges in completing the program due to inaccessible course materials or course implementation. Furthermore, teacher educators addressed the need for more knowledge and skills in utilizing digital accessibility. Despite the demands, few guidelines exist for teacher educators to improve classroom digital accessibility. This article suggests multiple avenues of action for teacher educators to enhance accessibility through the lens of universal design for learning so that all teacher candidates with and without disabilities can succeed. Embedded vignettes illustrate an experience of a practicing teacher educator faced with modifying content with increased demands beyond their own training in special education.
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Digital learning can support students' skill development when instructional media are designed according to their cognitive needs, learning preferences, and technological habits.
“Digital learning can support students' skill development when instructional media are designed according to their cognitive needs, learning preferences, and technological habits (Kang et al., 2024;Yasmin et al., 2023).”
From Problem-Based Educational Games for Pancasila Education: Enhancing Elementary Students’ Learning Outcomes through Interactive Digital Media (2026) · cites this paper as Kang et al., 2024
In “Activate Student Background Knowledge on Digital Tools before Class” (page unavailable), the paper recommends assessing students’ experience with digital tools and says digital supports can develop executive-function skills. It also recommends multiple ways to present materials to meet students’ needs. The copy does not specifically link skill development to designing instructional media around students’ learning preferences and technological habits. (LLM, conf=0.82)
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- Authors
- Kang, J., Patton, K., & Gardiner-Walsh, S.
- Affiliations
- Illinois State University (US)
- Venue
- Journal of Special Education Preparation
- Publisher
- Ball State University Libraries
- Published
- 2024-01-18
- ISSN
- 2768-1432 (ISSN-L)
- OpenAlex
- W4390965249
- Cited by
- 9
- References
- 27
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 4
- FWCI
- 3.75
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Journal of Special Education Preparation (publishedVersion, cc-by-nc-nd)
- Journal of Special Education Preparation (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- digital accessibility, Universal Design for Learning, special education teacher training, pre-service teachers, course materials, teacher educators, inclusive education, disability, accessible course design
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