ABSTRACT

The development of new educational environments based on the use of ICT has enabled the possibility to improve access and involvement for students with disabilities at the university level. Hence, this systematic review attempts to synthesise the main findings of previous interventions aimed to promote the inclusion of these students in Online Higher Education, as well as to analyse their contribution on the students’ academic success, by considering the principles of both Universal Instructional Design and Universal Design for Learning. A systematic search was conducted in four databases (WOS, Scopus, ERIC, and ProQuest) following the PRISMA-P statement. This search yielded 16 articles according to the defined criteria. Four thematic categories were identified throughout a thematic synthesis: Accessibility, support, socialisation, and academic success. The findings show that both accessibility and support are important factors for promoting the disabled students’ academic success in Online Higher Education but also highlight the need to apply the Universal Design in the whole system. Furthermore, the issues of academic support, inclusive pedagogical practices, and socialisation should be deeply analysed to inquire about their contribution to the students with disabilities’ academic success. Lastly, the limitations of this study and future implication for research are discussed.

摘要

基于使用 ICT 的新教育环境的发展使提高残疾学生在大学阶段的访问和参与成为可能。因此，本系统评价试图通过考虑通用教学设计的原则，综合先前旨在促进这些学生融入在线高等教育的干预措施的主要发现，并分析他们对学生学业成功的贡献。和通用学习设计。在 PRISMA-P 声明之后，在四个数据库（WOS、Scopus、ERIC 和 ProQuest）中进行了系统搜索。根据定义的标准，该搜索产生了 16 篇文章。在整个主题综合中确定了四个主题类别：可访问性、支持、社会化、和学业上的成功。研究结果表明，可访问性和支持是促进残疾学生在线高等教育学业成功的重要因素，同时也强调了在整个系统中应用通用设计的必要性。此外，应深入分析学术支持、包容性教学实践和社会化问题，以探究它们对残疾学生学业成功的贡献。最后，讨论了本研究的局限性和未来的研究意义。应深入分析包容性教学实践和社会化，以探究它们对残疾学生学业成功的贡献。最后，讨论了本研究的局限性和未来的研究意义。应深入分析包容性教学实践和社会化，以探究它们对残疾学生学业成功的贡献。最后，讨论了本研究的局限性和未来的研究意义。