What is it about?
Distance education may be seen as both enabling and disabling in its application to, and relationship with, people with disability and chronic illness. 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. [This article is a revised and updated version of an earlier paper first published in The Encyclopedia of Distance Learning [1st Edition, 2005].
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Why is it important?
This article aims to raise awareness of various barriers to study encountered by distance learners with disabiltiies and long term health problems and to promote understanding of the issues involved, for both teaching and support staff.
Perspectives
As mentioned in my note on the 1st edition (2005). the fact that my late colleague Professor Christopher Newell and I were able to work collaboratively at a distance - Christopher in Tasmania and myself in the UK - could in itself be considered an example of the enabling power of technology in distance education. Our views differed in some respects, which made for some lively, interesting and enjoyable discussions during the preparation of this article! Sadly Christopher passed away in 2008 shortly before submission of the final version of the updated article. I went on to complete and submit it, as we had planned, to honour and pay tribute to his life and work in the field. His presence still greatly missed.
Dr Margaret Debenham
Independent Scholar
Read the Original
This page is a summary of: Disability, Chronic Illness, and Distance Education, IGI Global,
DOI: 10.4018/978-1-60566-198-8.ch092.
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