ABSTRACT
Technology in the classroom can serve as a great equalizer and may present greater opportunities for students with disabilities to engage with course content. This chapter discusses the changing landscape of higher education and communication pedagogy and the necessity of integrating disability research into the communication classroom. It explains the instructional strategies and interactive activities that incorporate technology and reach students with diverse disabilities. The chapter analyses the case studies that present positive approaches to students with disabilities. It explores pedagogy in the virtual communication classroom and discusses benefits, challenges and strategies for successful implementation. The chapter also discusses universal design (UD) principles as a pedagogical lens. It focuses on federal regulations for technology use institutions and equality necessary for students with disabilities. The chapter addresses the progression of communication content delivery modality and the implications of transitioning course formats.
