Disability, Chronic Illness and Distance Education

Disability, Chronic Illness and Distance Education

C. Newell (University of Tasmania, Australia) and M. Debenham (Consultant, UK)
DOI: 10.4018/978-1-59904-935-9.ch264
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Abstract

Distance education may be seen as both enabling and disabling in its application to, and relationship with, people with disability and chronic illness. Cutting-edge work suggests that it can provide a suitable route to support the studies of students with disabilities and those with long-term health problems. However, it is important that this should be regarded in terms of providing choice to students rather than requiring those who are identified as having impairment/chronic illness to undertake studies at a distance. Unless well designed and evaluated, as with any technology, DE can also become disabling in its impact (Goggin & Newell, 2003; Newell & Walker, 1992).

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