Lessons from a pandemic: how can we use disabled students experiences of online learning to develop more inclusive models of teaching?

Chidlow, S ORCID: 0000-0002-2536-2150, Blyth, C, Coney, K, Boyd, V and McCabe, P ORCID: 0000-0003-0464-4922 (2025) Lessons from a pandemic: how can we use disabled students experiences of online learning to develop more inclusive models of teaching? International Journal of Inclusive Education, 30 (7). pp. 1658-1679. ISSN 1360-3116

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Abstract

The shift to online learning during the COVID-19 pandemic presented both opportunities and challenges for students with hidden disabilities in higher education. This study examines the experiences of students with hidden disabilities at a UK university during the academic years 2019/20 and 2020/21, focussing on the accessibility, effectiveness, and impact of online learning. A questionnaire was designed and disseminated to students university wide and 96 people with hidden disabilities completed it, providing quantitative and qualitative data on a wide range of issues pertaining to online learning. The findings from this investigation suggest that the vast majority of participants found online learning challenging, citing isolation, loneliness, anxiety and motivation issues as primary barriers. However, many respondents did appreciate the increased flexibility that asynchronous learning resources provided and felt more able to study at times that were conducive to them. As a result, approximately 65–70% of respondents wished to move to a permanent blended learning model in the future. The study underscores the importance of developing inclusive teaching strategies that accommodate diverse needs, particularly for students reluctant to disclose disabilities. Key recommendations include creating engaging asynchronous content, implementing universal accommodations, and prioritising flexibility in educational delivery. These findings contribute to ongoing discussions about fostering equity and inclusivity in higher education.

Item Type:	Article
Uncontrolled Keywords:	Hidden disabilities; blended learning; online education; inclusive teaching; higher education accessibility; 39 Education; 3904 Specialist Studies In Education; Social Determinants of Health; Health Disparities; Health Disparities and Racial or Ethnic Minority Health Research; Behavioral and Social Science; 4 Quality Education; 1303 Specialist Studies in Education; 1608 Sociology; Education; 3902 Education policy, sociology and philosophy; 3904 Specialist studies in education
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Computer Science and Mathematics Pharmacy and Biomolecular Sciences Sport and Exercise Sciences
Publisher:	Taylor & Francis
Date of acceptance:	12 August 2025
Date of first compliant Open Access:	26 May 2026
Date Deposited:	26 May 2026 15:40
Last Modified:	26 May 2026 15:40
DOI or ID number:	10.1080/13603116.2025.2551754
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28645

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