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Tapestry: Journal of Research in Education

Document Type

Article

Abstract

Despite the convenience and accessibility offered by online education, disparities persist in access, engagement, and success rates, disproportionately affecting all students, especially students with disabilities and neurodivergent learners. This difference highlights the barriers and challenges students with disabilities face on virtual learning platforms. Encouraging an inclusive and supportive environment where students feel comfortable disclosing their disabilities is essential for improving completion rates and fostering a sense of belonging in virtual learning environments. The study aimed to identify strategies faculty members use to foster inclusion and belonging for students enrolled in online courses. A cross-sectional study was conducted to collect information on faculty strategies for inclusion and belonging in online classes at a private 4-year university. Key findings reveal that faculty support students through clear communication, accessibility efforts, and proactive outreach, particularly for those needing academic or disability-related assistance. However, there is a need for better resource awareness, earlier communication about student needs, and stronger community-building. Universities can enhance faculty preparedness by offering professional development on inclusive pedagogy, accessibility training, and accommodation guidelines. These efforts will improve student engagement and create a more inclusive learning environment.

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