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Online Learning for Students with Disabilities: The Story Research is Telling Us

Online Learning for Students with Disabilities: The Story Research is Telling Us. Paula Burdette, NASDSE Skip Stahl, CAST . Bill East, NASDSE Diana Greer, University of Kansas . Center on Online Learning and Students with Disabilities. Online Center Co-Partners.

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Online Learning for Students with Disabilities: The Story Research is Telling Us

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  1. Online Learning for Students with Disabilities:The Story Research is Telling Us Paula Burdette, NASDSE Skip Stahl, CAST Bill East, NASDSE Diana Greer, University of Kansas

  2. Center on Online Learning and Students with Disabilities Online Center Co-Partners KU Center for Research and Learning CAST National Association of State Directors of Special Education Don Deshler James Basham Diana Greer Edward Meyen Sean Smith Bill East Paula Burdette David Rose Skip Stahl Rachel Currie-Rubin Mindy Johnson Sam Johnston Scott Lapinski

  3. Our Mission To research how online learning can be made moreaccessible, engaging, and effectivefor K-12 learnersby investigating approaches that address learner variability within the range Of conditions under which online learning occurs.

  4. Goal #1 Identify and verify trends and issues related to the participation of students with disabilities.

  5. Goal #2 Identify and describe potential positive outcomes and negative consequences of participation in online learning for students with disabilities.

  6. Goal #3 Identify and develop promising approaches for increasing the accessibility and potential effectiveness of online learning for students with disabilities.

  7. Goal #4 Test thefeasibility,usability, and potential effectiveness(or promise) of one or more key approaches.

  8. What We Know

  9. Online Learning Definitions Fully Online Schoolswork with students who are enrolled primarily (often only) in the online school. Blended learning is a formal education program in which a student learns at least in part through online and at least in part at a supervised brick-and-mortar location away from home (includes Supplemental Online Programs) Taken from 2012 Keeping Pace in K-12 Online and Blended Learning (Evergreen Education Group & iNACOL) and Classifying K-12 Blended Learning (Innosight Institute).

  10. Total Online/Blended Students? “The total number of students taking part in all of these programs is unknown, but is likely several million, or slightly more than 5% of the total K-12 population across the United States. We stress, however, that we estimate this by triangulating from close to a dozen sources. No single source is comprehensive.” 2012 Keeping Pace

  11. The Center: First Year • Policy Reviews • Case Studies • Small Research Studies • Accessibility Work (VPAT) • Surveys distributed throughout the country (state, district, teacher)

  12. Preliminary Findings: Accessibility • Accessibility and Universal Design: • Review of widely adopted online systems reveals major accessibility gaps and a general lack of universal design options. • Mandated online learning as a graduation requirement poses a significant civil rights issue.

  13. The Foundation: Accessibility • Statutory Mandates from ED & OCR: • “As the use of emerging technologies in the classroom increases, schools at all levels must ensure equal access to the educational benefits and opportunities afforded by the technology and equal treatment in the use of the technology for all students, including students with disabilities.” May 26, 2011 Russlyn Ali Assistant Secretary for Civil Rights …Virtually no elementary or secondary system has the capacity to retrofit digital content for accessibility.

  14. The Foundation: Accessibility • So how do educators, parents & students know what’s accessible? • Section 508 as a baseline • The Section 508 Voluntary Product Accessibility Template as a guide. • Not foolproof, but functional

  15. The Foundation: A Sampling

  16. The Foundation: A Sampling Access for all Students

  17. State Director of Special Education Survey • 61 State Special Education Directors invited to participate • 46 Responded

  18. State Director of Special Education Survey 100 50 0 • Does your state education agency provide any publicly available guidance for educators, parents, or students related to the provision of online education? 63% 37%

  19. 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

  20. State Directors Survey 100 80 60 40 20 0 43% 15% 30% 46% 33% 39% 26% 35% 43% 48% 39% 30% 28% 20% 46% AUTISM DEAFNESS INTELLECTUAL EMOTIONAL HEARING MULTIPLE DISABILITIES DEAF-BLINDNESS DISTURBANCE DISABILITIES SPECIFIC LEARNING ORTHOPEDIC OTHER HEALTH DISABILITIES IMPAIRMENT INCLUDING BLINDNESS IMPAIRMENT IMPAIRMENT IMPAIRMENT DELAY SPEECH or LANGUAGE DEVELOPMENTAL INJURY VISUAL IMPAIRMENT TRAUMATIC BRAIN DID NOT ANSWER

  21. District Administrator Survey • 40 states selected3 districts - small, medium and large • 10 states – Center selected small, medium, and large districts • Calls were made to ensure appropriate contacts and to inform them of the survey.

  22. District Administrator Survey • 103 participants • 64% 17% 7% 3% 9% • Missing • administrator • administrator • Technology • administrator • General Education • administrator • Whole district • Special Education

  23. 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

  24. District Administrator Survey Online Schools Individual Courses 100 80 60 40 20 0 • Online options districts offer: • Online Schools: • HS - 95%; MS – 86%; ES- 71% • Individual Courses: • HS – 96%; MS – 49%; ES – 27% • Disability categories most represented online: • ED, OHI, SLD, Speech-Language, Intellectual Disabilities HS MS ES HS MS ES 95% 86% 71% 96% 49% 27% District Administrator Survey

  25. District Administrator Survey 100 80 60 40 20 0 • Special education & related services provided online (N=61): • 72% Content Instruction • 51% Skill-based instruction • 26% Assistive Technology Support • 26% Speech Language Service • 16% Social-Emotional/Behavioral Instruction Content Instruction Skill-based Instruction Assistive Technology Support Speech Language Service Social-Emotional/Behavioral Instruction 72% 51% 26% 26% 16% District Administrator Survey

  26. District Administrator Survey: Challenges • 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

  27. 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

  28. District Administrator Survey: Instructional methods 100 80 60 40 20 0 • Top 3 instructional methods used to support SWDs online: • 46% Activities/labs • 39% Videos • 36% Audio • 30% Discussion • 26% Text • 26% Games Activities/ labs Text Games Videos Audio Discussion 46% 39% 36% 30% 26% 26% District Administrator Survey: Instructional Methods

  29. District Administrator Survey: Future • District administrators reported that in the future, they anticipate that their district will: • 3% Develop their own online courses • 25% Purchase vendor-developed courses • 33% Develop and purchase vendor- developed courses • 16% Don't know

  30. 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

  31. Teacher Survey • Methodology: • District administrators nominated teachers • Purchased teacher distribution list from many organizations (e.g. ISTE, eSchool News) • Organizations who volunteered (e.g CEC, iNACOL, NEA)

  32. Teacher Survey cont. • 110Participants • 89% taught for 6+ years • 31% taught online for 6+ years • 47% are certified to teach SWDs • 77% do not feel well prepared to teach SWDs online

  33. 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

  34. 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

  35. 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

  36. 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

  37. 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

  38. Teacher Survey Correlations cont. • Having a higher level of education or expertise was significantly associated with greater influence on decision making for SWD. SE: (N=31) r (29) = .406, p < .05) • GE (N=60) r (58)= .340, p < .01) • Being more satisfied with teaching online was significantly associated with being more satisfied with teaching SWDs online. SE: (N=31) r (29) = .821, p < .01) • GE (N=60) r (58)= .635, p < .01) • The more time teaching online was significantly associated with being more satisfied with online teaching. SE: (N=31) r (29) = .365, p < .05) • GE (N=60) r (58)= .346, p < .05)

  39. Teacher Survey Correlations cont. • The more prepared they felt to make decisions about SWDs was NOT significantly associated with feeling they had more influence on decisions effecting online programs for SWDs SE: (N=31) r (29) = .261) GE (N=60) r (58)= .5, p < .01) • The more support received to teach online was NOTsignificantly associated with being more prepared to make decisions for SWDs. SE: (N=30) r (28) = .019 GE (N=48) r (46)= .408, p < .05) • More support to teach SWD online wasNOTsignificantly associated with being more prepared for teaching SWDs SE: (N=30) r (28) = .2GE (N=48) r (46)= .359, p < .05)

  40. Current Research Initiatives • Learner Variability Studies • Student Achievement • Teacher Quality • Online Assessments • Descriptive Studies • Executive Functioning • Strategic Inquiries • Textual Linguistics Study • Parent Engagement • Big Data/Analytics • Peer-to-Peer Interaction • IEP Decision Making • Persistence Study

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

  42. 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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