ABSTRACT
Accessibility in online instruction often is interpreted as reaching out to students
located in far-flung places or marooned in areas consumed by wars and floods.
In such cases, accessibility becomes a matter of whether technology can breach
the geographical or material divide. Online instruction in such contexts auto-
matically becomes a technological boon or a badge of merit without any addi-
tional pedagogic effort from the instructor. Simply because it carries the potential
to reach students, online instruction often is lauded for its accessibility. On the
other hand, issues pertaining to the specific accessibility of online courses to
disabled students remains, at best, on the margins.
