Transcript Document

Online Learning for Students with Disabilities:
The Story Research is Telling Us
Bill East, NASDSE
Diana Greer, University of Kansas
Project Co-Sponsors:
KU Center for Research on Learning • CAST • NASDSE
Paula Burdette, NASDSE
Skip Stahl, CAST
www.centerononlinelearning.org
Center on Online Learning and
Students with Disabilities
Online Center Co-Partners
KU Center for
Research and
Learning
CAST
Don Deshler
David Rose
James Basham
Skip Stahl
Diana Greer
Rachel Currie-Rubin
Edward Meyen
Mindy Johnson
Sean Smith
Sam Johnston
National Association
of State Directors
of Special Education
Bill East
Paula Burdette
Scott Lapinski
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.
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Goal #1
Identify and verify
trends and issues related to
the participation of students
with disabilities.
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Goal #2
Identify and describe potential
positive outcomes and negative
consequences of participation in
online learning for students with
disabilities.
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Goal #3
Identify and develop
promising approaches
for increasing the accessibility
and potential
effectiveness of online learning
for students with disabilities.
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Goal #4
Test the feasibility, usability, and
potential effectiveness (or promise)
of one or more key approaches.
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What We Know
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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).
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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
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The Center: First Year
• Policy Reviews
• Case Studies
• Small Research Studies
• Accessibility Work (VPAT)
• Surveys distributed throughout the
country (state, district, teacher)
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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:
…Virtually no
• “As the use of emerging technologies elementary or
in the classroom increases, schools at secondary
all levels must ensure equal access to system has
the educational benefits and
the capacity to
opportunities afforded by the
retrofit
technology and equal treatment in
digital content for
the use of the technology for all
students, including students with
accessibility.
disabilities.” May 26, 2011
Russlyn Ali
Assistant Secretary for Civil Rights
www.centerononlinelearning.org
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
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The Foundation: A Sampling
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The Foundation: A Sampling
Access for all Students
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State Director of Special Education Survey
• 61 State Special Education
Directors invited to participate
• 46 Responded
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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?
100
63%
50
Yes
No
37%
0
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State Director of Special Education Survey
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
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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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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.
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District Administrator Survey
100
103 participants
80
60
40
20
0
64%
17%
7%
3%
9%
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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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District Administrator Survey
Online Schools
100
Individual Courses
80
60
40
20
0
95%
86%
 Online options districts offer:
– Online Schools:
 HS - 95%;
71%
MS – 86%;
96%
49%
ES- 71%
District
Administrator
Survey
– Individual Courses:
 HS – 96%;
MS – 49%;
27%
ES – 27%
 Disability categories most represented online:
– ED, OHI, SLD, Speech-Language, Intellectual Disabilities
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District Administrator Survey
100
80
Content
Instruction
Skill-based
Instruction
Assistive
Technology
Support
Speech
Language
Service
SocialEmotional/
Behavioral
Instruction
72%
51%
26%
26%
16%
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
District
Administrator
Survey
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
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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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District Administrator Survey:
Instructional methods
100
80
Activities/
labs
Videos
Audio
39%
36%
Discussion
Text
Games
26%
26%
60
40
20
0
46%
30%
 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
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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 vendordeveloped courses
• 16% Don't know
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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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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
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Where they teach?
Online Schools
100
Individual Courses
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
www.centerononlinelearning.org
Teacher Survey: Supports provided to SWD
100
80
Content
Instruction
Skill-based
Instruction
Assistive
Technology
Support
SocialEmotional/
Behavioral
Instruction
67%
46%
25%
24%
Speech
Language
Service
60
40
20
0
72%
51%
26%
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
www.centerononlinelearning.org
Teacher Survey: Instructional
100
Activities or
labs
Video
80
Text
Discussion
Audio
Games
60
40
20
0
47%
39%
45% 46%
44%
26%
40%
30%
 Teachers chose top 3 instructional methods to support SWDs:






47% Video
45% Activities or labs
44% Text
40% Discussion
34% Audio
19% Games
34%
36%
19%
26%
Teacher Survey:
Instructional
Methods
District
Administrator
Survey:
Instructional
Methods
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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
www.centerononlinelearning.org
Teacher Survey: Challenges faced
100
80
Knowing how to
accommodate for
SWDs
Knowing how to use
instructional
strategies online
Limitations to the
district technology
infrastructure
Knowing how
to use specific
technologies
Other
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
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)
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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 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)
www.centerononlinelearning.org
Current Research Initiatives
• Strategic Inquiries
– Textual Linguistics Study – Learner Variability
Studies
– Parent Engagement
– Big Data/Analytics
– Student Achievement
– Peer-to-Peer Interaction
– Teacher Quality
– IEP Decision Making
– Online Assessments
– Persistence Study
– Descriptive Studies
– Executive Functioning
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States we are working with:
North Carolina
Washington
Florida
Kansas
Michigan
Ohio
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For More on the Center
Visit us at: centerononlinelearning.com
Contact us at:
[email protected]
Follow us on Twitter at: @OnlineCenter1
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