Inclusion Series- Structuring Online Coursework to Support Independent Skills for Students with Mild Disabilities

This issue of NASET’s Inclusion Series was written by Melissa Beck Wells, Ed.D., BCASE, BCISE. The article examines strategies for structuring online coursework to foster independence and self-advocacy in students with mild disabilities. Through the application of Universal Design for Learning (UDL) principles, higher education practitioners can create adaptable, accessible learning environments that encourage students to manage their educational needs independently. Additionally, high school educators play a crucial role in transition planning by introducing digital tools and activities that support students’ self-advocacy and understanding of available resources in post-secondary settings. Finally, this article addresses how self-reflective activities within online courses can empower students to develop advocacy skills essential for navigating academic and professional environments. The collective insights from higher education practitioners, high school educators, and students themselves highlight the importance of inclusive design in supporting the long-term success of students with mild disabilities.

By Melissa Beck Wells, Ed.D., BCASE, BCISE

Faculty, Director of Teaching, Learning, and Faculty Development

SUNY Empire State University

This issue of NASET’s Inclusion Series was written by Melissa Beck Wells, Ed.D., BCASE, BCISE. The article examines strategies for structuring online coursework to foster independence and self-advocacy in students with mild disabilities. Through the application of Universal Design for Learning (UDL) principles, higher education practitioners can create adaptable, accessible learning environments that encourage students to manage their educational needs independently. Additionally, high school educators play a crucial role in transition planning by introducing digital tools and activities that support students’ self-advocacy and understanding of available resources in post-secondary settings. Finally, this article addresses how self-reflective activities within online courses can empower students to develop advocacy skills essential for navigating academic and professional environments. The collective insights from higher education practitioners, high school educators, and students themselves highlight the importance of inclusive design in supporting the long-term success of students with mild disabilities.

Abstract

This article examines strategies for structuring online coursework to foster independence and self-advocacy in students with mild disabilities. Through the application of Universal Design for Learning (UDL) principles, higher education practitioners can create adaptable, accessible learning environments that encourage students to manage their educational needs independently. Additionally, high school educators play a crucial role in transition planning by introducing digital tools and activities that support students’ self-advocacy and understanding of available resources in post-secondary settings. Finally, this article addresses how self-reflective activities within online courses can empower students to develop advocacy skills essential for navigating academic and professional environments. The collective insights from higher education practitioners, high school educators, and students themselves highlight the importance of inclusive design in supporting the long-term success of students with mild disabilities.

Keywords: Universal Design for Learning, self-advocacy, online coursework, transition planning, mild disabilities, inclusive education, higher education, digital learning, accessibility

Introduction

In today’s evolving educational landscape, inclusive online coursework is essential to foster independence and self-advocacy skills in students with mild disabilities. Structuring digital content to align with Universal Design for Learning (UDL) principles helps ensure that online courses are accessible and supportive for diverse learners (Levicky-Townley, Stork, Zhang, & Weatherford, 2021; Espada-Chavarria, González-Montesino, López-Bastías, & Díaz-Vega, 2023). For students with mild disabilities, building the capacity to seek out educational and related services independently is vital for their success in academic and professional settings (Pfeifer, Cordero, & Stanton, 2023; Beck Wells, 2023; Ameri, 2023). Higher education practitioners, high school educators, and the students themselves each play unique roles in shaping a learning environment that enhances advocacy skills and supports independent access to resources.

This paper explores three perspectives critical to achieving these inclusive objectives: (1) the role of higher education practitioners in creating accessible online learning platforms, (2) strategies for high school educators to prepare students with disabilities for post-secondary transition, and (3) empowering students to develop self-advocacy skills. Each perspective contributes distinct strategies to build a pathway toward independence and confidence for students navigating their educational journeys with mild disabilities.

Higher Education Practitioners and UDL in Online Learning Platforms

Applying Universal Design for Learning (UDL) Principles

Higher education practitioners are at the forefront of designing inclusive and accessible online learning experiences. With the integration of Universal Design for Learning (UDL) principles, these educators create environments offering flexibility, engagement, and accessibility for students with diverse needs. Research by Redstone and Luo (2024) shows that embedding UDL in online course design enhances the learning experience by providing multiple means of engagement, representation, and expression. These elements help students with mild disabilities by allowing them to access content in ways that align with their individual strengths and preferences, ultimately supporting self-directed learning.

A key component of implementing UDL in online learning is the use of adaptable content, such as digital text that can be modified for font size, color, or contrast, and audio-visual materials with captioning or transcripts (Levicky-Townley et al., 2021; Espada-Chavarria et al., 2023). These features address common barriers for students with mild disabilities, who may benefit from visual or auditory adjustments to content. Parker (2012) and Beck Wells (2022) highlight that such accommodations promote greater engagement and retention, contributing to students’ sense of autonomy and accomplishment.

Fostering Active Learning and Self-Assessment

Higher education courses that emphasize active learning also foster environments where students can practice self-advocacy. When students are encouraged to participate actively in their education, they gain confidence in seeking support and understanding their learning needs (Pfeifer et al., 2023). This approach aligns with Cumming and Rose’s (2021) review, which highlights the positive impact of UDL on accessibility and empowerment, allowing students to feel more capable of navigating online resources independently. By incorporating self-assessment and reflection in online courses, practitioners can further support students in recognizing when and where to seek additional resources, reinforcing their ability to manage their learning. Beck Wells (2022) emphasizes that smart learning environments also play a role in fostering inclusion and independence by offering flexible, accessible options for learners with disabilities.

These UDL-driven practices not only create inclusive courses but also equip students with life skills. When students with mild disabilities can navigate an online course designed to meet various accessibility needs, they gain confidence in accessing similar resources in other contexts, preparing them for future academic and professional pursuits (Rahajeng, Hendriani, & Paramita, 2023).

Transition Planning Strategies for High School Educators

Introducing Self-Advocacy Tools and Digital Literacy

High school educators play a crucial role in preparing students with mild disabilities for post-secondary education and independence. Transition planning, a required part of the Individualized Education Program (IEP) for students with disabilities, is essential for equipping students with skills to seek educational resources independently (Tedla, 2017; Taconet, Langdon, Esposito, Mazzotti, Morningstar, & Lombardi, 2023). By integrating specific online tools and teaching strategies, educators help students understand their needs, advocate for accommodations, and gain confidence in accessing support in new academic environments.

A key strategy for high school educators is incorporating digital tools and modules that introduce students to self-advocacy and rights under educational law. For instance, educators can design activities that encourage students to explore websites related to disability rights and transition services (Rahajeng et al., 2023). Such activities not only familiarize students with the tools available to them but also promote digital literacy—a skill they will rely on in online or blended post-secondary programs. Practicing these skills in a structured environment enables students to see themselves as active participants in managing their educational needs (Seidel, Blaskowitz, Hulings, & Fisher, 2024).

Simulated Accommodations Requests and Family Involvement

Additionally, creating assignments that encourage students to research resources prepares them to navigate college or vocational programs. For example, students can simulate requesting accommodations or identifying disability support services offered by various colleges (Ameri, 2023). These activities help students gain familiarity with support processes and can include reflective exercises to help students articulate their needs. Farran (2018) highlights the role of advising and family involvement in preparing students with disabilities for the next stage in their education, finding that students who feel supported are more likely to engage in self-advocacy. Beck Wells (2024) underscores the importance of family involvement in educational planning, as collaboration fosters a supportive environment conducive to advocacy skills.

By equipping students with these skills in high school, educators foster a smoother transition to post-secondary environments. Students who understand their rights and know how to access resources are better prepared to advocate for themselves and take charge of their learning journeys.

Supporting Advocacy Skills and Awareness for Students with Disabilities

Embedding Self-Advocacy Training in Online Courses

For students with mild disabilities, self-advocacy is a key skill that enables them to navigate both educational and real-world settings with independence. When students learn to identify and articulate their needs, they are better positioned to seek out resources and support services (Li, Zhang, Dulas, & Whirley, 2024; Tedla, 2017). Educators can foster this self-advocacy within online coursework by integrating components that build awareness and empowerment. Rahajeng et al. (2023) found that students who are empowered to advocate for themselves often perform better academically and experience more positive learning outcomes.

One way to support self-advocacy is by embedding modules within online courses that cover disability rights, available accommodations, and institutional processes for requesting support (Li et al., 2024). These modules can address key topics like understanding disability legislation, which enhances students’ knowledge and reinforces their role as active agents in their education. Through quizzes, reflections, and scenario-based learning, students can practice identifying and addressing their needs (Levicky-Townley et al., 2021).

Promoting Self-Reflection and Goal-Setting

Self-reflection and self-assessment are also valuable strategies in online coursework. For example, journal assignments that prompt students to consider their support needs can foster self-awareness and confidence in articulating those needs (Pfeifer et al., 2023). This aligns with findings by Cumming and Rose (2021), which emphasize that reflection helps students recognize and advocate for their learning profiles. Interactive tools, such as guided checklists or goal-setting templates, can further support self-advocacy by guiding students through goal mapping and self-assessment (Espada-Chavarria et al., 2023). Beck Wells (2022) also notes that encouraging structured goal-setting is instrumental in helping students build independence and a sense of ownership over their educational experiences.

By fostering advocacy skills and self-awareness, educators equip students with mild disabilities with tools to become more independent. These skills enable students to manage their own educational needs, preparing them to navigate academic and professional environments with confidence (Ameri, 2023).

Conclusion

Inclusive online coursework empowers students with mild disabilities to develop self-advocacy skills and independence. By leveraging UDL principles, higher education practitioners create adaptable learning environments that support diverse needs, equipping students to engage actively with content and seek out necessary resources (Redstone & Luo, 2024). High school educators, through strategic transition planning, play a complementary role by introducing students to digital tools and self-advocacy techniques (Tedla, 2017). These skills are foundational not only for academic success but also for life beyond the classroom, where self-reliance and confidence are critical.

Embedding self-advocacy exercises and reflection opportunities directly into online courses allows students to explore their learning preferences and assert their needs proactively (Rahajeng et al., 2023; Li et al., 2024). As students become aware of available resources and rights, they gain the ability to navigate educational and professional spaces independently. Collectively, these strategies build a pathway for students with mild disabilities to succeed independently, making full use of educational services and supports designed for their growth.

References

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