Experiences in Rehabilitation Counseling Education for Disabled Graduate Students During COVID-19
Toni Saia et al.
What the paper says
The COVID-19 pandemic brought unprecedented challenges to U.S. higher education institutions, impacting the learning experiences of disabled graduate students enrolled in Rehabilitation Counseling Education programs. In this article, we present findings from a survey aimed at understanding the learning experiences of disabled master’s students amid the constraints imposed by the COVID-19 pandemic ( N = 20). As institutions return to traditional learning environments, this study sheds light on the nuanced impact of virtual learning. While the exigency of the pandemic necessitated quick adaptations, it also led to unforeseen benefits, specifically related to accessibility for disabled students. Our results underscore the complexities associated with virtual learning environments, highlighting both advantages and disadvantages from the perspective of disabled students. Implications address classroom practices and the ongoing pursuit of enhanced accessibility to ensure equitable educational experiences for disabled graduate students.
1 citation
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.16 × 0.4 = 0.06 |
| M · momentum | 0.53 × 0.15 = 0.08 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.