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Online Learning for Students with Disabilities: What we know, and what we need to know

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.

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Online Learning for Students with Disabilities: What we know, and what we need to know

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  1. 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

  2. Today’s Presentation • Center Overview • Status Update • What we know • What we don’t know

  3. 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

  4. Demographics David Glick, 2011

  5. The Reality

  6. The Types

  7. The Challenges • Providing student support for engagement • Coordination with students’ local school district/getting students’ records • Deficiency in curriculum • Lack of or inability to provide adult support/involvement • Lack of qualified staff and staff time • Difficulty in identifying students 2012 iNACOL

  8. 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

  9. 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

  10. 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?

  11. What We Know

  12. State Director of Special Education Survey Does your state have data on which students withdisabilities are receiving their instruction through an online environment? Blended program 7% Yes 93% No Related Services 9% Yes 91% No • Online program • 24% Yes • 76% No • Supplemental online course • 11% Yes • 89% No

  13. State Directors Survey (N=46) • Students from what disability areas participate in any online environment? • 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%

  14. Question #2: Rachel How does the context of online learning affect student engagement, persistence and achievement?

  15. 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

  16. 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

  17. 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

  18. 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

  19. Question #3: Diana What we are learning about teachers who teach students with disabilities in an online environment?

  20. Teacher Survey • 110Participants • 89% taught for 6+ years • 31% taught online for 6+ years • 47% are certified to teach SWDs

  21. 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

  22. Where they teach? Online Schools Individual Courses 100 80 60 40 20 0 • 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 HS MS ES HS MS ES 80% 95% 47% 86% 2% 71% 85% 96% 33% 49% 7% 27% Where they teach? District Administrator Survey

  23. Teacher Survey: Supports provided to SWD 100 80 60 40 20 0 • 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 Content Instruction Skill-based Instruction Assistive Technology Support Social-Emotional/Behavioral Instruction Speech Language Service 67% 72% 46% 51% 25% 26% 24% 16% 21% 26% Teacher Survey: Supports provided to SWD District Administrator Survey

  24. Teacher Survey: Instructional 100 80 60 40 20 0 • Teachers chose top 3 instructional methods to support SWDs: • 47% Video • 45% Activities or labs • 44% Text • 40% Discussion • 34% Audio • 19% Games Audio Games Activities or labs Text Discussion Video 47% 39% 45% 46% 44% 26% 40% 30% 34% 36% 19% 26% Teacher Survey: Instructional Methods District Administrator Survey: Instructional Methods

  25. 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

  26. Teacher Survey: Challenges faced 100 80 60 40 20 0 • 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 Other Knowing how to accommodate for SWDs Knowing how to use instructional strategies online Knowing how to use specific technologies Limitations to the district technology infrastructure 40% 61% 30% 48% 37% 41% 23% 25% 20% Teacher Survey: Challenges faced District Administrator Survey: Challenges

  27. Question #4: Paula What steps can the education system take to increase the success of students with disabilities in online learning?

  28. 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.

  29. 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

  30. iNACOL Principles of Model Legislation • Shift to competency-based education • Increase access for each student and permit entire continuum - from blended to fully online • Design outcomes-based accountability and funding incentives • Increase access to excellent teachers • Provide room for innovation www.inacol.org

  31. COLSD Policy Review Themes • Placement and enrollment • Allowable providers • Funding • Administrative duties • Accommodations • Assessment • Graduation/exit • Accessibility

  32. States we are working with: Carolina Michigan Ohio North Washington Florida Kansas Virginia

  33. For More on the Center Visit us at: centerononlinelearning.com Contact us at: info@centerononlinelearning.org Follow us on Twitter at: @OnlineCenter1

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