What is it about?

This study is dedicated to understanding the experience of students who have permanent memory related issues that arose within their lifetime. The research further details how this impedes learning and presents barriers in their academic journey from the offset.

Featured Image

Why is it important?

This research is important to disability inclusion because it highlights the unique challenges faced by students with permanent acquired memory-related issues in online learning, a group that has been largely overlooked. Understanding these challenges is essential for creating more inclusive educational environments that support all learners, regardless of their cognitive abilities. Key reasons why this is important for disability inclusion: Reduces Educational Inequality – By identifying barriers in online learning, institutions can develop strategies to ensure students with memory-related disabilities have equal access to education. Informs Better Support Systems – The study emphasises the role of academic staff understanding and individualised support, showing that tailored interventions can improve student retention and success. Encourages Policy and Practice Changes – Insights from the research can inform institutional policies, training for educators, and improvements in accessibility measures to better accommodate students with learning disabilities. Recognises the Emotional Impact – Beyond academic challenges, the study highlights the emotional toll of online learning for these students, emphasising the need for holistic support, mental health resources, and a more compassionate learning environment. Adapts to a Changing Educational Landscape – With the increasing shift toward digital and hybrid learning, ensuring that online education is inclusive and accessible is crucial for the long-term success of students with disabilities. By addressing these issues, universities can foster a more inclusive and supportive educational system, ensuring that students with memory-related disabilities are not left behind in the digital learning era.

Perspectives

In a rapidly expanding digital education landscape, inclusivity must extend beyond access to encompass the lived realities of students with cognitive impairments. This study sought to explore a rarely acknowledged population, those living with permanent acquired memory issues, whose challenges are often invisible in mainstream academic discourse.

Ms Justine Moore
University of Derby

Read the Original

This page is a summary of: The Experiences of Online Students with Permanent Acquired Memory Related Issues: A Qualitative Study, Journal of Disability Studies in Education, April 2025, De Gruyter,
DOI: 10.1163/25888803-bja10033.
You can read the full text:

Read

Contributors

The following have contributed to this page