ArticleCBE life sciences education2021
COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 30 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
30 citing papers in PubMed, 97 citations in OpenAlex.
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- Thematic landscapes and temporal trends of disability technology adoption: insights from Structural Topic Modelling.Frontiers in digital health · 2026Review
- Psychosocial Impacts of COVID-19 and Racial Injustice on Undergraduate Research Trainees.CBE life sciences education · 2025Article
- Visual attentional differences in psychology students with and without disabilities: a pilot study assessing the flanker task for prescriptive visual accommodative technologies.Frontiers in psychology · 2025Article
- Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.CBE life sciences education · 2024Article
- Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research.CBE life sciences education · 2024Article
- Models of Disability as Research Frameworks in Biology Education Research.CBE life sciences education · 2024Article
- Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities.CBE life sciences education · 2024Article
- A comparison of students' preferences for face-to-face and online laboratory sessions: insights from students' perception of their learning experiences in an immunology course.Journal of microbiology & biology education · 2024Article
- Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?CBE life sciences education · 2024Article
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- Online Learning is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2023Article
- Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors.CBE life sciences education · 2023Article
- Undergraduate Learning in the COVID-19 Pandemic: Lessons Learned and Ways Forward.Advances in medical education and practice · 2023Review
- Mental health and wellbeing of further and higher education students returning to face-to-face learning after Covid-19 restrictions.PloS one · 2023Article
- Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic-A focus group study.PloS one · 2023Article
- A comparative case study of the accommodation of students with disabilities in online and in-person degree programs.PloS one · 2023Article
- Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering.PloS one · 2023Article
- The Experiences of Undergraduates with Depression in Online Science Learning Environments.CBE life sciences education · 2022Article
- Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities.CBE life sciences education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.