References for External Citations and Resources

Abbott, I. (2020, April 6). A letter to my abled friends. Medium. https://medium.com/@isabelfaithabbott/a-letter-to-my-abled-friends-e37e55c1517.

Acton, K. & Huijg, D. D. (2020, September 10). Relaxed pedagogy: Relaxing teaching and learning in the university. The Post-Pandemic University. https://postpandemicuniversity.net/2020/09/10/relaxed-pedagogy-relaxing-teaching-and-learning-in-the-university/.

Báez, J. C. & Marquart, M. S. (2020). Trauma-informed teaching and learning online. https://academiccommons.columbia.edu/doi/10.7916/d8-8z2a-ae81.

Burgstahler, S., Corrigan, B., & McCarter, J. (2004). Making distance learning courses accessible to students and instructors with disabilities: A case study. The Internet and higher education, 7(3), 233-246.

Campbell, S. (2020, March 17). Emergency flexibility for online learning is what disabled students have been seeking. THE. https://www.timeshighereducation.com/blog/emergency-flexibility-online-learning-what-disabled-students-have-been-seeking.

Center for Distributed Learning. (2012-2020). TOPcast: Teaching online podcasts on accessibility. https://cdl.ucf.edu/tag/accessibility/.

Center for Persons with Disabilities. (2020). WebAIM: Typefaces and fonts. WebAIM. https://webaim.org/techniques/fonts/.

Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Education Northwest. https://www.acesconnection.com/g/san-diego-state-university-aces-connection/fileSendAction/fcType/5/fcOid/473769386034974384/fodoid/473769386034974383/Trauma-Informed%20Practices%20for%20Post%20Secondary%20Education_A%20Guide_28%20pages_Education%20Northwest.pdf.

Gierdowski, D. C. & Galanek, J. (2020). ECAR study of the technology needs of students with disabilities. Educause. https://www.educause.edu/ecar/research-publications/ecar-study-of-the-technology-needs-of-students-with-disabilities/2020/online-access-to-materials-and-resources#lms.

Hanover Research. (2020). Best practices in online learning for at-risk students. https://cdn2.hubspot.net/hubfs/3409306/Best-Practices-in-Online-Learning-for-At-Risk-Students.pdf.

Harris, S. (2020, August 24). It took a pandemic to prove what students with disabilities wanted for years is possible. HuffPost. https://www.huffingtonpost.ca/entry/covid-student-disability_ca_5f3ad4cfc5b670ab17ae9538.

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55. https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning.

Imad, M. (2020). Examining the intersections of equity, trauma-informed pedagogy, and student learning. https://www.youtube.com/watch?v=JCffgXkX3Fg&feature=share&mc_cid=7018cf8be9&mc_eid=7dc9502635.

Kent, M., Ellis, K., & Giles, M. (2018). Students with disabilities and elearning in Australia: Experiences of accessibility and disclosure at Curtin University. TechTrends, 62(6), 654-663.

McCall, K., & Dosis, O. (n.d.). Creating accessible documents. George Brown College. https://www.georgebrown.ca/sites/default/files/aoda/documents/creating_accessible_documents.pdf.

McManus, D., Dryer, R., & Henning, M. (2017). Barriers to learning online experienced by students with a mental health disability. Distance Education, 38(3), 336-352. https://doi.org/10.1080/01587919.2017.1369348

Moody, J. (2020, August 18). Navigating online college as a disabled student. U.S. News. https://www.usnews.com/education/best-colleges/articles/how-to-navigate-online-college-classes-as-a-student-with-disabilities.

Ontario Council of University Libraries. (n.d.). IT software, hardware, and services. Accessibility Information Toolkit for Libraries. https://ocul.on.ca/accessibility/procurement/it-software-hardware-and-services#sect3.1

Open Learning and Educational Support (OpenEd). (2016). Universal Design – Best practices for online learning. University of Guelph. https://opened.uoguelph.ca/instructor-resources/UD—Best-Practices-for-Online-Learning.

Pichette, J., Brumwell, S., & Rizk, J. (2020). Improving the accessibility of remote higher education: Lessons from the pandemic and recommendations. Toronto: Higher Education Quality Council of Ontario. http://www.heqco.ca/SiteCollectionDocuments/Formatted_Accessibility_FINAL.pdf

Syed, Y. (2020, September 17). Opinion: Remote learning accommodations beyond the scope of a pandemic. The Silhouette. https://www.thesil.ca/opinion-remote-learning-accommodations-beyond-the-scope-of-a-pandemic?fbclid=IwAR15mH-BQQR0oBMMnoZYFgKpKaeoRF7XAgcf805u5Ti4ZXDGAtZfSistPLc.

Thompson, K. M., & Copeland, C. (2020). Inclusive considerations for optimal online learning in times of disasters and crises. Information and Learning Sciences.

Yeh, Y. C., Kwok, O. M., Chien, H. Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How college students’ achievement goal orientations predict their expected online learning outcome: The mediation roles of self-regulated learning strategies and supportive online learning behaviors. Online Learning, 23(4), 23-41. https://files.eric.ed.gov/fulltext/EJ1237837.pdf

Youmans, M. K. (2020). Going remote: How teaching during a crisis is unique to other distance learning experiences. Journal of Chemical Education, 97, 3374-3380. https://doi.org/10.1021/acs.jchemed.0c00764