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Abstract

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.

Keywords

distance education COVID-19 accessibility rehabilitation education

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Experiences in Rehabilitation Counseling Education for Disabled Graduate Students During COVID-19

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