By: Cassandra, Joy, Maggie, & Molly

SUPPORTING LEARNERS WITH SPECIAL NEEDS

ONLINE

Online learning offers unique benefits to students with a variety of disabilities.

While students with disabilities may face unique challenges in the online setting, there are many modifications, accommodations, and levels of support that can increase student success.

Currently, there are no specific federal guidelines regulating special education in the online setting, online programs do fall under IDEA.

INTRODUCTION

Technology resources that reduce barriers to learning for students with disabilities in the traditional and online setting

Assistive technologies help students access information and demonstrate their understanding

Examples of Assistive Technologies in Online Setting: Speech-to Text and

Text-to-Speech software

Talking software Word prediction

software Modified hardware

(monitors, keyboards, mice, tablets)

Screen readers

ASSISTIVE TECHNOLOGIES

LAWS AND STATUTES FOR INDIVIDUALS WITH

DISABILITIES Source: Microsoft Clip Art Gallery

Individuals with Disabilities Education ActProvides federal funds to state agencies to guarantee that

children with disabilities will receive a free and appropriate public education.

Disabilities are defined as “a physical or mental impairment that substantially limits one or more life activities.” This also includes but not limited to developmental disabilities, hearing impairments, speech and language impairments, visual autism, and traumatic brain injuries.

What teachers should do to ensure you are in compliance?

Identify students who qualify for special servicesDevelopment and management of an individualized

education program (IEP)

IDEA

Section 504 of Rehabilitation Act Is particularly important to schools because this act

defines disabilities more broadly than IDEA and includes most physical and mental impairments. (Cerebral Palsy and other chronic conditions).

No funds are available for students designated as meeting the criteria for section 504.

SECTION 504 OF THE RA

American with Disabilities ActSimilar to 504 but this act does not address education

specifically.Title I, II, III of ADA is intended to eliminate

discrimination against individuals with disabilities in work and public spaces.

In regards to education, ADA applies to those elements of the learning environment that students use to access school. It also applies to brick-and-mortar facilities, which must be ADA compliant.

ADA

Students with disabilities are entitled to the same rights in all public schools regardless of whether that school is a traditional school, a charter school virtual school, or some combination of the three.

APPLYING SPECIAL EDUCATION LAWS IN ONLINE ENVIRONMENTS

Identifying and evaluating learners in need of Special Education

Creating IEPsProviding accommodations and modifying lessons and

curriculaContracting for face to face or virtual speech,

occupational therapy & social work.Providing accommodations for testing.

WHAT ARE ONLINE TEACHERS RESPONSIBLE FOR?

STUDENTS WITH AUTISM

The success of students with Autism in an online learning program often depends on the severity of the disability.

Many students with Autism have found success in the online setting.

Benefits of the virtual classroom for students with Autism: Reduced social stigma

found in traditional classrooms and schools

Reduced sensory stimulation

Common and consistent schedules and routines

Allows for hyper-focused behavior

Source: Microsoft Clip Art Gallery

AUTISM IN THE ONLINE SETTING

Socializing and improving communication skills are critical for students with Autism. The online learning environment offers unique and effective ways to address these issues:-Modeling of expected communication online by the instructor at the beginning of the course-Scaffolded and structured communication that is closely monitored by the instructor-Facilitated interaction between students (structured)-Guiding of communication and teaching opportunities done individually (and privately) with student

ONLINE SOCIALIZATION AND AUTISM

GIFTED STUDENTS

Source: google.com/images

IMPORTANT STATS 3 million -Number of U.S. students identified as gifted and talented

28- Number of states that require a program or service for gifted and talented students

36 - Number of states that do not require general education teachers to haveany training in working with gifted and talented students

68% Identified gifted students who are white

13% Hispanic9% African-American9% Asian/Pacific Islander1% American Indian Jason Arthurs for Education Week

Source: google.com/images

Staying engaged during lessons

Being challenged Acceptance from peers Perfectionism Competitiveness Unrealistic view of abil it ies Rejection of peers Parent/Social Pressure Underachievement Difficulty with social

relationships Refusal to do routine,

repetit ive assignments Inappropriate crit icism of

others Lack of awareness of impact

on others

Lack of sufficient challenge in schoolwork

Depression (often manifested in boredom)

High levels of anxiety Difficulty accepting

criticism Hiding talents to fit with

peers Nonconformity and

resistance to authority Excessive competitiveness Isolation from peers Low frustration tolerance Poor study habits Difficulty in selecting

among a diversity of interests

CHALLENGES GIFTED STUDENTS FACE

Individualized attentionExpanded course selectionFlexibility and PacingReduce of social pressuresEstablish connections with peersAllows students to explore more advanced courses

BENEFITS OF AN ONLINE ENVIRONMENT

Balance individual and collaborative activities

Provide flexibility/pacing Provide clear, consistent,

and specific feedback Create highly engaging

and interactive learning environment

Provide highly adaptive curriculum (so it constantly assesses and evaluate students understanding)

Provide meaningful communication with peers

Incorporate Multiple Intelligences

Allow students to be creative

Provide highly adaptive curriculum (so it can constantly assess and evaluate students understanding

Provide synchronous opportunities so students can communicate in real time

STRATEGIES TO HELP GIFTED STUDENTS

Create highly engaging and interactive learning environment

Provide synchronous opportunities so students can communicate in real time

Provide highly adaptive curriculum (so it can constantly assess and evaluate students understanding

STRATEGIES TO HELP GIFTED STUDENTS

AT RISK STUDENTS

An online environment can provide at risk students with flexibility and the ability to take control of their learningEngagement is the key Students need to feel successful early on in order to

stick with itTeachers need to build positive relationships to

promote confidenceSteady communication with support team is

necessary for students who are not taking responsibility for their learning

AT RISK STUDENTS

“We don’t really know at this point which [methods] tend to be the most effective…We need to get a much more fine-grained level of understanding.”

Cathy Cavanaugh, University of Florida

AVAILABLE RESEARCH: ONLINE LEARNING FOR STUDENTS FROM SPECIAL POPULATIONS

Scenarios retrieved from NSBA http://legalclips.nsba.org/?page_id=2 Rice, Kerry. (2012). Making the Move to K-12 Online

Teaching: Research-Based Strategies and Practices. Boston, MA : Pearson.Ash, K., Quillen, I., & O'Conner, M. C. (n.d.). E-learning for

special populations. (2011). EDUCATION WEEK, 31(1),1-13. Retrieved from http://1educator.files.wordpress.com/2011/08/education_week_elearning_specialpopulations_8-24-2011.pdfChallenges gifted students face retrieved from http://www.sengifted.org/archives/articles/gifted-kids-at-risk-whos-listening

RESOURCES

Challenges gifted students face retrieved fromhttp://

www.cde.state.co.us/RtI/downloads/PDF/Unit4_ObstaclesGifted.pdf

RESOURCES

BREAKOUT SESSIONS

The USA Today reports that the United States Department of Education’s Office for Civil Rights has sent a letter to school officials across the United States informing school districts that they must give disabled students equal access to extracurricular activities. According to the Laws, is this legal?

SCENARIO #1

A mother contacted T and T Community Care Center, a private daycare provider, about enrolling her daughter there. After disclosing to T and T Community Care Center that the child suffers from a tree nut allergy, the mother was informed that T and T could not enroll the child because it lacked the staffing to meet the child’s special needs and attending liability issues. The mother filed suit against T and T, alleging its decision to refuse admission amounted to discrimination on the basis of a disability in violation of Section 504.

SCENARIO #2

The boy entered kindergarten in 2007 and by January 2008 was promoted to the first grade and evaluated for gifted education. He was identified as gifted in May 2008. J.P.’s education went well, the suit states, until the second half of the 2009-10 school year, when he “began to experience peer harassment,” including comments, gestures (some of a sexual nature), aggression, and one instance of a notebook containing derogatory writing and drawings of the boy. According to the suit, J.P.’s behavior deteriorated to the point he began injuring himself. Although the teacher and a counselor wanted an evaluation done, the unidentified principal’s policy was to reject efforts to get any students evaluated for disabilities.

SCENARIO # 3

You have just been told that your English Literature 101 course will consist of only gifted students. What can you do to ensure your students will be successful in this course? What roadblocks should you avoid?

SCENARIO 4