Home – Women’s eNewsBreaking Barriers: The Role of Online and Remote Education in Liberating Women with Disabilities​Women’s eNews

The rapid expansion of online and remote education has been a game-changer, particularly for women with disabilities who have long been excluded from traditional educational settings.  

The shape and structure of education has undergone a significant transformation in recent years, with online and remote learning emerging as pivotal avenues for knowledge building. This shift was undoubtedly hastened by the COVID-19 pandemic, which forced educational institutions worldwide – and society at large – to adapt quickly to digital platforms. For women with disabilities like me, these developments have offered not just an alternative but a vital lifeline.

Learning Locked Down

Before the COVID-19 pandemic, online and remote learning were gradually gaining traction, but they were often viewed as supplementary to traditional, in-person education. Many institutions offered online courses, but these were typically limited in scope, often geared toward professional development or non-traditional students. The concept of fully remote learning was still in its nascent stage, with many educational systems hesitant to fully embrace it.

The onset of the COVID-19 pandemic in early 2020 brought about a seismic shift. Almost overnight, schools, colleges, and universities around the globe were forced to shut their doors, pushing educators and students into the realm of online learning. This rapid transition was not without its challenges—teachers had to adapt curricula to digital formats, and students had to adjust to new modes of learning. Yet, this unprecedented global event also highlighted the vast potential of online education, showcasing its capacity to be more than just a temporary solution, but a transformative educational model.

For women with disabilities, this shift was particularly significant. As traditional classrooms became inaccessible due to lockdowns, online learning became the primary, and often only, avenue for continuing education. The sudden and widespread adoption of digital tools and platforms meant that accessibility features, such as screen readers, captioning, and flexible learning schedules, were more readily integrated into the educational experience. What was once a slow-moving trend became a mainstream approach to education, providing new opportunities for those who had previously been marginalized by conventional educational settings.

A Changing Educational Landscape

Historically, women with disabilities have faced considerable challenges in accessing traditional education. Physical barriers, coupled with social barriers and economic constraints, have often left us on the margins of the educational system. But online and remote education present an opportunity to transcend these obstacles. By providing flexible, accessible learning environments, these platforms are playing a crucial role in liberating women with disabilities to secure greater autonomy and inclusion in the wider world. Let’s take a closer look at this impactful change.

The physical design of many schools and universities remains inaccessible, with steep staircases, narrow doorways, and a lack of elevators creating insurmountable barriers for those with mobility impairments. And a UN WomenWatch Report highlights a stark reality: women with disabilities are significantly less likely to complete primary education and advance to higher levels of learning compared to their non-disabled peers. In many regions, girls with disabilities face compounded challenges, resulting in lower enrollment and higher dropout rates than both their male counterparts and non-disabled peers.

The rapid expansion of online and remote education has been a game-changer, particularly for women with disabilities who have long been excluded from traditional educational settings. Unlike traditional classroom settings, where students must adhere to a fixed schedule, asynchronous learning allows students to access materials and complete assignments at times that best suit their individual needs. This flexibility is crucial for women with disabilities – many of us may need a little more time to complete tasks, or have to work around medical appointments and care responsibilities.

Adaptive Tech Meets Integration

Adaptive technologies have also played a significant role in making online education more inclusive. Tools such as screen readers, voice recognition software, and customizable interfaces have helped disabled people engage fully with course content. Platforms like Coursera and edX, which offer a variety of courses from universities around the world, have integrated these technologies, making higher education even more accessible.

A prime example of the impact of online education can be seen in initiatives like those at Southern New Hampshire University (SNHU) and Arizona State University (ASU), both of which have embraced online learning with a strong focus on accessibility. These institutions offer robust online programs designed to accommodate students with various disabilities, providing accessible course materials and tailored support services. For instance, ASU’s Disability Resource Center works closely with online students to ensure they have the necessary accommodations, while SNHU offers a dedicated accessibility team to support students throughout their educational journey. Programs in fields such as information technology, digital marketing, and remote healthcare have become increasingly accessible through online platforms like LinkedIn Learning and Skillshare provide a window into a more inclusive workforce, where women with disabilities can thrive.

Peer Support and Community Building 

One of the often-overlooked benefits of online education is the opportunity it provides for peer support and community building, which can be especially crucial for women with disabilities. In traditional educational settings, social interactions can be limited by physical barriers and accessibility challenges, leading to feelings of isolation. However, online platforms have the potential to foster a sense of belonging through virtual communities.

Online discussion forums, study groups, and social media platforms connected to online courses offer spaces where women with disabilities can share their experiences, ask questions, and offer mutual support. These communities are not only places for academic discussion but also for emotional and practical support, where students can connect with others who understand their challenges. For example, Facebook groups dedicated to specific online courses or fields of study allow disabled women to network, collaborate on projects, and even form friendships that extend beyond the virtual classroom. The sense of solidarity and shared purpose in these groups can be empowering, providing encouragement and motivation to persevere in their educational journeys.

Overcoming Online Stigma

Despite the numerous advantages, online education still carries a certain stigma in some circles, often perceived as less rigorous or prestigious compared to traditional, in-person education. This perception can be particularly problematic for women with disabilities, who may already face skepticism about their capabilities. Overcoming this stigma is essential to ensuring that the benefits of online education are fully recognized and that women with disabilities can leverage their qualifications in the job market without prejudice.

Educational institutions and employers alike have a role to play in challenging these outdated views. Schools offering online courses must maintain high standards of rigor and accreditation to ensure that their programs are respected. Employers, on the other hand, should be educated on the value of online degrees and the skills that students acquire through these programs. Initiatives that promote the credibility of online education, such as highlighting success stories of graduates and forging partnerships between online schools and industry leaders, can help to shift perceptions.

For women with disabilities, the ability to earn a degree or certification online should be seen as a testament to their determination and adaptability, not as a lesser achievement. By continuing to improve the quality of online education and challenging societal biases, we can ensure that these qualifications are valued and that women with disabilities are recognized for their full potential.

Future Trends And Government Responsibilities

It’s important to remember that not all online platforms are created equal; some may lack the necessary accommodations or support systems to effectively serve disabled people. Courses may not be fully compatible with screen readers, or video content may lack adequate captioning, making it difficult for students with visual or hearing impairments to engage fully. Additionally, the lack of real-time interaction in some online settings can contribute to feelings of isolation, particularly for those who rely on social interaction as part of their learning process.

Governments and educational institutions must prioritize equitable access to digital infrastructure, subsidized internet access, distribution of adaptive technologies, and investment in accessible educational content across all platforms from the outset. Looking ahead, emerging trends in online education-such as the integration of artificial intelligence and personalized learning paths-hold promise for further enhancing accessibility. By providing flexible, inclusive opportunities, these platforms are not just offering education—they are empowering women to achieve greater independence, economic security, and social inclusion. However, the journey is only just beginning. It’s crucial for policymakers, educators, and technology developers to continue their efforts to enhance accessibility, bridge the digital divide, and guarantee that all women – regardless of their abilities – can fully benefit from the opportunities that online education offers.

About the Author: Alejandra Ospina  is a fellow with The Loreen Arbus Accessibility is Fundamental Program, a fellowship created with Women’s eNews to train women with disabilities as professional journalists so that they may write, research and report on the most crucial issues impacting the disabilities community.