Bir Açık, Uzaktan ve E-Öğrenme (ODeL) Kurumunda Engelli Öğrenciler Tarafından Engelliliğin İfşası: Destek Personeli ve Öğrencilerin Görüşleri

Abstract

Çevrimiçi ve uzaktan eğitimin büyümesi, bu benzersiz ortamlarda engelli öğrencileri desteklemenin hem potansiyelini hem de zorluklarını gün ışığına çıkarmıştır. ODeL kurumları esnek öğrenme seçenekleri sunmak için iyi bir konuma sahip olsa da, fiziksel yakınlığın olmaması engelli öğrenciler arasında izolasyon hissini artırabilir ve zamanında desteğe erişmelerini zorlaştırabilir. Buna ek olarak, kampüste fiziksel destek hizmetlerinin bulunmaması, öğrencilerin dijital sistemlerde bağımsız olarak gezinme ihtiyacı ile birleştiğinde, uzaktan eğitim kurumlarındaki engelli öğrenciler için bir dışlanma hissine yol açabilir. Mevcut uygulamalar genellikle, personelin daha kolay erişilebilir olduğu ve öğrencilerle doğrudan, yüz yüze etkileşime girebildiği yüz yüze eğitime daha uygun olan geleneksel varsayımları yansıtmaktadır. Bu uygulamalar, öğrencilerin yalnızca kurumsal gizlilik ve destek güvencelerine güvendikleri ODeL'de istemeden de olsa ifşanın önünde engeller oluşturabilir. Örneğin, politikalar, engellilikle ilgili bilgilerin dijital bağlamda nasıl yönetileceği, öğrencilerin belirli kolaylıklara nasıl erişebileceği veya coğrafi ve fiziksel engeller öğrencileri kurumsal personelden ayırdığında destek hizmetlerine nasıl ulaşılabileceği konusunda net yönergelerden yoksun olabilir. Yükseköğretim Kurumları (HEI), özellikle Güney Afrika gibi bölgelerde ODeL modellerini giderek daha fazla benimsedikçe, öğrencilerin engellerini ifşa etme isteklerini ve becerilerini etkileyen benzersiz faktörleri anlamak çok önemli hale gelmektedir. Bu nedenle, bu makale Açık, Uzaktan ve e-Öğrenme (ODeL) ortamında engelli öğrenciler arasında engelliliğin ifşasını çevreleyen dinamikleri ve zorlukları incelemektedir. Bu makale, önde gelen bir Güney Afrika üniversitesinde engelli öğrencilerden ve destek personelinden oluşan farklı bir gruptan toplanan verileri incelemek için karma yöntemli bir araştırma yaklaşımı kullanmaktadır. Bu çalışma için 333 katılımcının seçilmesinde sistematik rastgele örnekleme yöntemi kullanılmıştır. Bulgular, ifşayı etkileyen motivasyonlar ve engeller ağını ortaya çıkarmış ve kurumların ODeL bağlamlarında engelli öğrencileri nasıl daha iyi destekleyebileceğine dair kritik bilgiler sunmuştur. Ayrıca, engelli öğrencilerin aldıkları destek üzerinde bir etkisi olduğu için engelliliğin açıklanma döneminin çok önemli olduğu bulunmuştur. Yükseköğretimde, özellikle de uzaktan eğitim kurumları bağlamında kapsayıcılığı artırmak için politika ve uygulamaya yönelik öneriler sunulmuştur.

Keywords

• Uzaktan eğitim
• e-öğrenme
• açık uzaktan eğitim
• engelli öğrenciler
• engelliliğin ifşası.

Disability Disclosure by Students with Disabilities in an Open, Distance, and E-Learning (ODeL) Institution: Insights from Support Staff and Students

Abstract

The growth of online and distance education has brought to light both the potential and the challenges of supporting students with disabilities in these unique environments. While ODeL institutions are well-positioned to provide flexible learning options, the lack of physical proximity can exacerbate feelings of isolation among students with disabilities, complicating their ability to access timely support. In addition, the absence of physical support services on campus, coupled with the need for students to navigate digital systems independently, can lead to a sense of exclusion for students with disabilities in distance education institutions. Current practices often reflect traditional assumptions that are better suited to in-person education, where staff are more easily accessible and can engage in direct, face-to-face interactions with students. These practices may inadvertently create barriers to disclosure in ODeL, where students rely solely on institutional assurances of confidentiality and support. For instance, policies may lack clear guidelines on how disability-related information is managed in a digital context, how students can access specific accommodations, or how support services can be reached when geographical and physical barriers separate students from institutional staff. As Higher Education Institutions (HEIs) increasingly adopt ODeL models, particularly in regions such as South Africa, understanding the unique factors that affect students’ willingness and ability to disclose their disabilities becomes crucial. Hence, this article examines the dynamics and challenges that surround disability disclosure among students with disabilities in an Open, Distance, and e-Learning (ODeL) environment. This paper utilizes a mixed-methods research approach to examine data gathered from a diverse cohort of students with disabilities and support staff members at a prominent South African university. Systematic random sampling was used to select 333 participants for this study. Findings revealed a web of motivations and barriers that influence disclosure, offering critical insights into how institutions can better support students with disabilities in ODeL contexts. Also, the period of disability disclosure was found to be crucial as it had an impact on the support that is received by students with disabilities. Recommendations for policy and practice are provided to enhance inclusivity in higher education, particularly within the context of distance education institutions.

Keywords

• Students with disabilities
• disability disclosure
• Open distance learning
• e-learning
• distance education.

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