Inclusive Virtual Instruction: A Case Study of a Bridge Program for Adult Learners Who Have Disabilities

Autor/inn/en	Rolander, Kate; Severson-Irby, Elizabeth; Massey, Hali
Titel	Inclusive Virtual Instruction: A Case Study of a Bridge Program for Adult Learners Who Have Disabilities
Quelle	In: COABE Journal: The Resource for Adult Education, 10 (2021) 2, S.96-108, Artikel 10 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Adults; Disabilities; Access to Education; Technology Uses in Education; Educational Technology; Distance Education; Postsecondary Education; Job Training; Adult Education; Transitional Programs; Self Advocacy; Self Efficacy; Program Effectiveness; Culturally Relevant Education; Equal Education; Online Courses; Virginia + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Post-secondary education; Tertiäre Bildung; Berufsqualifizierender Bildungsgang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Selbstbehauptung; Self-efficacy; Selbstwirksamkeit; Online course; Online-Kurs
Abstract	This article presents a case study of a remote bridge program for adults who have disabilities that shows how responsive virtual instructional design can expand access to learning and build confidence in populations that face barriers to success in education and training. It focuses on how to reframe instructional practices through technology and remote learning to expand access to postsecondary education and training for adult learners. Utilizing culturally responsive education, universal design for learning, and a virtual platform, adult educators worked with 11 learners for 7 weeks. Together they built a community of confidence and mutual support through weekly meetings that transformed the learners' visions of themselves and their self-efficacy in advocating for their needs in education and workplace settings. The bridge program had a completion rate of 92%. Of the 11 students who completed the bridge, three continued on to postsecondary, one secured an interview for employment during the course, two secured employment, and two continued on to workforce training. This article outlines the process, content, outcomes, and reflections from learners about how to meet the needs of adults facing multiple barriers to success within the virtual environment. (As Provided).
Anmerkungen	Coalition on Adult Basic Education. PO Box 1820 Cicero, NY 13039. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: https://coabe.org/coabe-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01