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In 2006 the Vice Chancellors’ Committee approved national guidelines relating to students with disabilities in Australian universities, prescribing that all students should have an equal opportunity to participate fully in university life. Responding to these guidelines requires a sound understanding of the student experience in both on-campus and online learning environments and a commitment to inclusive course design. This paper reports on the experiences of a mature-age student with autism enrolled in a fully online teachereducation course. Whilst contemporary pedagogical approaches to online learning may be welcomed by many, for this student it created significant obstacles in his learning path and threatened his ability to continue. The student’s articulation of his experience provides a window into a world that is foreign to many, and offers course designers and teaching staff insights into designing for inclusivity.

Item Type:	Refereed Article
Keywords:	non-traditional students, online learning, teacher-education
Research Division:	Education
Research Group:	Education systems
Research Field:	Continuing and community education
Objective Division:	Education and Training
Objective Group:	Other education and training
Objective Field:	Other education and training not elsewhere classified
UTAS Author:	Downing, J (Dr Jillian Downing)
ID Code:	102275
Year Published:	2014
Deposited By:	Education
Deposited On:	2015-08-10
Last Modified:	2017-11-18
Downloads:	524 View Download Statistics