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Flexible study pace, mental disabilities and e-Learning - pe
Transcript of Flexible study pace, mental disabilities and e-Learning - pe
Perceived Problems and Opportunities
Ulrika Artursson Wissa (email@example.com)
Anders Avdic (firstname.lastname@example.org)
Dalarna University, Borlänge, Sweden
ICT/eLearning has opened up new possibilities for students with disabilities
FreeStartFreePace in eLearning gives students with mental disabilities a chance to study in higher education
What opportunities and challenges for mentally disabled students are perceived by students and teachers regarding distant courses with flexible study pace (FreeStartFreePace)?
is in Sweden defined as “a limitation caused by a
“ (The National Board of Health and Welfare, 2016).
This implies that a
functional disability shows
in a certain situation
as an effect of a person having a
Problems to carry out daily life, deficient participation in working life, social relations, cultural activities, education or democratic processes.
is therefore to a large extent
dependent on accessibility
Limitations for disabled
Law of discrimination (Sweden)
Convention of rights for people with disabilities (International)
Equal treatment policies (Dalarna University)
Universal design for learning(UDL)
Laws and regulations
Disabled students 1,7% --> 3,2%
Program Manager Interview
eService development program
Dalarna University, Sweden
Flexible study pace (FreeStartFreePace)
Individual study plan
Chronic Fatigue Syndrome
Our students and their disabilities
Provision of an
opportunity to study
in higher education
Can create their own
hard to get and poor quality
Couldn’t keep their planned
because of the disability
with other students
“Thank you for the opportunity to be able to take this course. To be one of the few in my family to deal with university studies is not just a matter of my family’s opportunities/genetics/intelligence to do… But has today (as I see it) more to do with the opportunities offered in e.g. this distance program with free pace. My experience that the traditional way to study does not work for me has changed and for the first time I think that being a student is fun/rewarding/important etc.”
The study form is perceived as
for mentally disabled students
in general to the students’ needs than in traditional campus courses
for students with social phobia
for examination needed and provided
The course format could be a challenge for students. Students need to practice a
Lack of knowledge on
how to meet
the students with mental disabilities
“It is easier to adapt the studies towards specific disabilities that demands support for the student. The possibilities for variation of the studies are simply more extensive”
Results: Program Manager
possibility to study in higher education
means a lot to the students with mental disabilities.
, when their disabilities affect their possibilities to study the least.
Dependent on CSN for the
, a challenge
Quote: Program Manager
“We can see from statistics that students with ADHD are more successful than students with e.g. Asperger’s syndrome”.
“One has to accept that it takes more time for these students.”
Adaption of the study pace
to the life situation caused by the disability.
from university and
allocation of time
for seminars and examination with regards to the disability.
only way to take part
in higher education, for some students.
Coping with CSN
, the study loan institute, since the loan regulations stipulate that the study pace must match the loan conditions.
. Students cannot be part of the student community since they have their own individual study pace.
Point of departure