Post on 23-Feb-2016
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Project Co-Sponsors:KU Center for Research on Learning • CAST • NASDSE www.centerononlinelearning.org
Paula Burdette, NASDSESkip Stahl, CAST
Online Learning for Students with Disabilities:The Story Research is Telling Us
Bill East, NASDSE Diana Greer, University of Kansas
www.centerononlinelearning.org
Bill EastPaula Burdette
David RoseSkip StahlRachel Currie-
RubinMindy JohnsonSam JohnstonScott Lapinski
KU Center for Research and
Learning
Center on Online Learning and Students with Disabilities
Online Center Co-Partners
Don Deshler
James Basham
Diana Greer
Edward Meyen
Sean Smith
CASTNational Association
of State Directors of Special Education
www.centerononlinelearning.org
Our Mission
To research how online learning can be made more accessible, engaging, and effective for K-12
learners by investigating approaches that address learner
variability within the range Of conditions under which online
learning occurs.
www.centerononlinelearning.org
Goal #1
Identify and verify trends and issues related to
the participation of students with disabilities.
www.centerononlinelearning.org
Goal #2
Identify and describe potential positive outcomes and negative
consequences of participation in online learning for students
with disabilities.
www.centerononlinelearning.org
Goal #3
Identify and develop promising approaches for increasing the
accessibility and potential
effectiveness of online learning for students with disabilities.
www.centerononlinelearning.org
Goal #4
Test the feasibility, usability, and potential effectiveness (or promise) of one or more key approaches.
www.centerononlinelearning.org
What We Know
www.centerononlinelearning.org
Online Learning Definitions
Fully Online Schools work 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).
www.centerononlinelearning.org
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
www.centerononlinelearning.org
The Center: First Year
• Policy Reviews
• Case Studies
• Small Research Studies
• Accessibility Work (VPAT)• Surveys distributed throughout the
country (state, district, teacher)
www.centerononlinelearning.org
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.
www.centerononlinelearning.org
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 AliAssistant Secretary for Civil Rights
…Virtually no elementary orsecondary system hasthe capacity to retrofitdigital content for accessibility.
www.centerononlinelearning.org
• 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
The Foundation: Accessibility
www.centerononlinelearning.org
The Foundation: A Sampling
www.centerononlinelearning.org
The Foundation: A Sampling
Access for all Students
www.centerononlinelearning.org
State Director of Special Education Survey
• 61 State Special Education Directors invited to participate
• 46 Responded
www.centerononlinelearning.org
State Director of Special Education Survey
• Does your state education agency provide any publicly available guidance for educators, parents, or students related to the provision of online education?
Series1
Yes No
100
50
0
63%
37%
www.centerononlinelearning.org
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
www.centerononlinelearning.org
State Directors Survey
100
80
60
40
20
0 43% 15% 30% 46% 33% 39% 26% 35% 43% 48% 39% 30% 28% 20% 46%
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www.centerononlinelearning.org
District Administrator Survey
• 40 states selected 3 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.
www.centerononlinelearning.org
District Administrator Survey
0102030405060708090
100
Spec
ial Ed
ucati
on
64% 17% 7% 3% 9%
adm
inistr
ator
Who
le dis
trict
adm
inistr
ator
Gener
al Ed
ucati
on
adm
inistr
ator
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nolog
y
adm
inistr
ator
Miss
ing
103 participants
www.centerononlinelearning.org
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
www.centerononlinelearning.org
District Administrator Survey
100
80
60
40
20
0 95% 86% 71% 96% 49% 27% 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
District Administrator Survey
Online Schools Individual Courses
HS MS ES HS MS ES
www.centerononlinelearning.org
District Administrator Survey
100
80
60
40
20
0 72% 51% 26% 26% 16%
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
District Administrator Survey
Content Instruction
Skill-based Instruction
Assistive Technology
Support
Speech Language
Service
Social-Emotional/Behavioral Instruction
www.centerononlinelearning.org
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
www.centerononlinelearning.org
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
www.centerononlinelearning.org
District Administrator Survey:
100
80
60
40
20
0 46% 39% 36% 30% 26% 26%
Top 3 instructional methods used to support SWDs online: 46% Activities/labs 39% Videos 36% Audio 30% Discussion 26% Text 26% Games
District Administrator Survey: Instructional Methods
Instructional methodsActivities/
labsVideos Audio Discussion Text Games
www.centerononlinelearning.org
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
www.centerononlinelearning.org
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
www.centerononlinelearning.org
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)
www.centerononlinelearning.org
Teacher Survey cont.
• 110 Participants–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
www.centerononlinelearning.org
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
www.centerononlinelearning.org
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
Teacher Survey: Supports provided to SWD
Content Instruction
Skill-based Instruction
Assistive Technology
Support
Speech Language
Service
Social-Emotional/Behavioral Instruction
www.centerononlinelearning.org
Teacher Survey: Instructional100
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
www.centerononlinelearning.org
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
www.centerononlinelearning.org
Teacher Survey: Challenges faced100
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
www.centerononlinelearning.org
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)
www.centerononlinelearning.org
– 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 NOT significantly 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 was NOT significantly associated with being more prepared for teaching SWDs
SE: (N=30) r (28) = .2 GE (N=48) r (46)= .359, p < .05)
Teacher Survey Correlations cont.
www.centerononlinelearning.org
Current Research Initiatives
• Strategic Inquiries– Textual Linguistics
Study– Parent Engagement– Big Data/Analytics– Peer-to-Peer
Interaction– IEP Decision Making– Persistence Study
– Learner Variability Studies
– Student Achievement– Teacher Quality– Online Assessments– Descriptive Studies– Executive
Functioning
www.centerononlinelearning.org
North Carolina
Florida
Michigan
Washington
Kansas
Ohio
States we are working with:
www.centerononlinelearning.org
Visit us at: centerononlinelearning.com
Contact us at: info@centerononlinelearning.org
Follow us on Twitter at: @OnlineCenter1
For More on the Center