Laura Crittenden’s research while affiliated with Mississippi State University and other places

Currently, there is a quiet but insistent discussion gaining voice and prominence among educators, legislators, and students alike to actively evaluate and enforce the development of new standards that address the specific educational accessibility needs of those individuals with disabilities. Unfortunately, understanding the process of implementing accessible distance education has been slow to come to fruition despite the increasing enhancements of technology. With each new technology developed and implemented by institutions of higher learning, the need to address the accessibility component of each course offered is essential. Since approximately 600 million people worldwide have some type of disability, public and private entities should be aware of the many issues which may affect the learner of the media being utilized (United Nations Educational, Scientific and Cultural Organization, 2006). Campuses are pushing the latest and greatest technology in regards to distance education, but as the debate regarding online accessibility continues, institutions are in need of comprehensive training in order to work proactively to ensure that all learners can benefit. The key to moving toward full and equal accessibility for everyone begins with a clearly defined definition of the term, as well as an understanding of the term in relation to the types of technology that exist. Begin with Keywords: accessibility, compliance, disability, distance education, higher education