online learning for students with disabilities: what we know, and what we need to know
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Online Learning for Students with Disabilities: What we know, and what we need to know. Diana Greer; Sean Smith, University of Kansas Paula Burdette, NASDSE Rachel Currie-Rubin; Skip Stahl, CAST. Today’s Presentation. Center Overview Status Update What we know What we don’t know. - PowerPoint PPT PresentationTRANSCRIPT
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Project Co-Sponsors:KU Center for Research on Learning • CAST • NASDSE www.centerononlinelearning.org
Online Learning for Students with Disabilities:
What we know, and what we need to knowDiana Greer; Sean Smith, University of Kansas
Paula Burdette, NASDSE Rachel Currie-Rubin; Skip Stahl, CAST
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www.centerononlinelearning.org
Today’s Presentation
• Center Overview
• Status Update
• What we know
• What we don’t know
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www.centerononlinelearning.org
Our Charge
To research how online learning can be made more accessible, engaging, and effective for K-12 learners with disabilities:• Identify– trends & issues– positive & negative consequences– promising approaches
• Test – feasibility, usability & effectiveness
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www.centerononlinelearning.org
Demographics
David Glick, 2011
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The Reality
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The Types
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www.centerononlinelearning.org
The Challenges
1. Providing student support for engagement
2. Coordination with students’ local school district/getting students’ records
3. Deficiency in curriculum
4. Lack of or inability to provide adult support/involvement
5. Lack of qualified staff and staff time
6. Difficulty in identifying students
2012 iNACOL
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Challenges Related to Special Education
• Inconsistent policies across states and
districts
• Accessibility and Universal Design gaps
• Teacher preparedness varies
• Monitoring and accountability difficult
due to lack of data
• Rationale for placements not clear
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Special Education Challenges cont.
• Social and Emotional Supports may or may not be available
• Lack of guidance to assist teams in determining appropriateness of online education
• Digital divide: schools, homes that have digital access and those who do not
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Question #1: Sean
What aspects of the design of learning management/content management systems and their content increase or decrease the involvement of students with disabilities?
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What We Know
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Does your state have data on which students with disabilities are receiving their instruction through an online environment?
– Online program• 24% Yes• 76% No
– Supplemental online course• 11% Yes• 89% No
– Blended program• 7% Yes• 93% No
– Related Services• 9% Yes• 91% No
State Director of Special Education Survey
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State Directors Survey (N=46)
Autism 43% Deaf-Blindness 15% Deafness 30% Emotional Disturbance
46% Hearing Impairment 33% Intellectual Disabilities 39% Multiple Disabilities 29%
Orthopedic Impairment 35% Other Health Impairment
43% Specific Learning Disability
48% Speech or Language Impairment
39% Traumatic Brain Injury 30% Visual Impairment Including
Blindness 28% Developmental Delay 20%
Students from what disability areas participate in any online environment?
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www.centerononlinelearning.org
Question #2: Rachel
How does the context of online learning affect student engagement, persistence and achievement?
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What about Engagement and Learning?
• Teacher “quality”: What knowledge, skills, and beliefs do highly skilled and experienced online educators and novice online educators have?
• Peer-to-peer relationships and the impact on student learning
• Case studies to understand peer to peer relationships, relationships with “learning coaches” and teachers
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District Administrator Survey
• District offers online instruction (N=78)• Yes (76%)
– 56% have offered online instruction for 1-5 years – 41% have offered online instruction for 6-15 years
• Offer online instruction for SWDs (N=78)
• Yes (78%)– 56% have offered online instruction for SWDs for 1-5
years – 43% have offered online instruction for SWDs for 6-
15 years
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www.centerononlinelearning.org
District Administrator Survey (N=103)
• Challenges teachers face in teaching SWDs online – 61% Knowing how to accommodate for
students' disabilities – 48% Knowing how to use instructional
strategies in online settings – 41% Knowing how to use specific technologies– 25% Limitations in technology infrastructure
within the district – 20% Other
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District Administrator Survey
• 36% reported that their teachers are well prepared to teach SWDs online – 39% reported their teachers are not well
prepared – 25% reported they don’t know or did not
answer
• 57% reported being prepared to make decisions affecting the online instruction of SWDs
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Question #3: Diana
What we are learning about teachers who teach students with disabilities in an online environment?
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Teacher Survey
• 110 Participants
–89% taught for 6+ years
–31% taught online for 6+ years
–47% are certified to teach SWDs
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Teacher Survey: Teacher Satisfaction
• Satisfied with teaching online (in general)– Satisfied: 72% Neutral: 11% Dissatisfied:
2%
• Satisfied with teaching SWD online– Satisfied: 60% Neutral: 16% Dissatisfied:
8%
• Adequate support to teach SWD online– Yes: 55% No: 11%
Sometimes: 19%
• 76% plan to continue teaching SWD for
at least 2 years
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Where they teach?
100
80
60
40
20
0 80% 95% 47% 86% 2% 71% 85% 96% 33% 49% 7% 27%
Teach:– Online Schools:
HS - 80%; MS – 47%; ES- 2% – Individual Courses:
HS – 85%; MS – 33%; ES – 7% Students with Disabilities :
– SLD, ED, Autism, OHI, Intellectual Disabilities, Multiple Disabilities
Where they teach?
District Administrator Survey
Online Schools Individual Courses
HS MS ES HS MS ES
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100
80
60
40
20
0 67% 72% 46% 51% 25% 26% 24% 16% 21% 26%
The following percentage of teachers reported that their students receive these:
67% Content Instruction 46% Skill-based instruction 25% Assistive Technology Support 24% Social-Emotional/Behavioral Instruction 21% Speech Language Service
Teacher Survey: Supports provided to SWD
District Administrator Survey
Content Instruction
Skill-based Instruction
Assistive Technology
Support
Speech Language
Service
Social-Emotional/Behavioral Instruction
Teacher Survey: Supports provided to SWD
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Teacher Survey: Instructional
100
80
60
40
20
0 47% 39% 45% 46% 44% 26% 40% 30% 34% 36% 19% 26%
Teachers chose top 3 instructional methods to support SWDs: 47% Video 45% Activities or labs 44% Text 40% Discussion 34% Audio 19% Games
Teacher Survey: Instructional Methods
District Administrator Survey: Instructional Methods
Video Activities or labs
Text Discussion Audio Games
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Teacher Survey: Challenges faced
• 40% Knowing how to accommodate for
SWDs
• 30% Knowing how to use instructional
strategies online
• 37% Limitations to the district
technology infrastructure
• 23% Knowing how to use specific
technologies
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Teacher Survey: Challenges faced
100
80
60
40
20
0 40% 61% 30% 48% 37% 41% 23% 25% 20%
The following percentages of teachers reported that their students receive these supports: 40% Knowing how to accommodate for SWDs 30% Knowing how to use instructional strategies online 44% Limitations to the district technology infrastructure 23% Knowing how to use specific technologies
Teacher Survey: Challenges faced
District Administrator Survey: Challenges
Knowing how to accommodate for
SWDs
Knowing how to use instructional
strategies online
Limitations to the district technology
infrastructure
OtherKnowing how to use specific technologies
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Question #4: Paula
What steps can the education system take to increase the success of students with disabilities in online learning?
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What to do?
• Partner with others to learn what works, for what types of learners, under what circumstances.
• Based on the best knowledge now, develop guidance for providers to use.
• Collect and use data to improve knowledge, implementation, and future guidance.
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National Education Policy Center
• Recommendations:– Approval and Oversight of Providers
(fully online and supplemental courses): “provide accommodations and services as required by [IDEA] …”
– Promulgation of Rules (quality standards): “provisions for students with special needs…”
http://nepc.colorado.edu/publication/online-k-12-schooling
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iNACOL Principles of Model Legislation
1. Shift to competency-based education 2. Increase access for each student and
permit entire continuum - from blended to fully online
3. Design outcomes-based accountability and funding incentives
4. Increase access to excellent teachers5. Provide room for innovation
www.inacol.org
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COLSD Policy Review Themes
–Placement and enrollment–Allowable providers–Funding–Administrative duties–Accommodations–Assessment–Graduation/exit–Accessibility
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North Washington
States we are working with:
Carolina
Florida
Kansas
Virginia
Michigan
Ohio
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