Skip Navigation
http://centerononlinelearning.org

Equity Matters 2016: Digital and Online Learning for Students with Disabilities

Posted on Nov 3, 2016

COLSD researchers have released the most comprehensive study of its kind on online education for K-12 students with disabilities. It provides up-to-date research and policy information on the state of such educational offerings in all 50 states and five territories—making this study essential for educators and policymakers.

On Thursday, November 3, the Center made public its Annual Report, Equity Matters 2016: Digital and Online Learning for Students with Disabilities. This year’s publication focuses on promising practices for addressing the needs of students with disabilities in full-time virtual, blended, and supplemental online settings. It summarizes state and territorial policies related to students with disabilities, research on these students in online settings, the shifting roles of parents and teachers in K-12 virtual education, and state educational agency responsibilities.

Here are the main findings from the Annual Publication:

  • Generally, practice is in front of research and personnel preparation.
  • Our state and territorial policy scan found that roughly 75% of all states and territories had Unclear, No with Evidence, or Nothing Found across the six major pillars of the Individuals with Disabilities Education Act (IDEA).
  • Eighteen states clearly define which entity is in charge of providing Free Appropriate Public Education (FAPE) for students with disabilities in online settings.
  • Only four states had guidance and/or policy on the provisions of Child Find (the IDEA legal requirement that schools identify children with disabilities who may be entitled to special education services) within online learning environments.
  • Eight states require an Individualized Education Program (IEP) review prior to enrollment in fully online or supplemental program.
  • Teacher preparation institutions are not preparing teachers for online and/or blended instruction.
  • Teacher preparation institutions indicate there is a lack of teacher preparation standards for online education tied to accreditation, especially in the area of special education.
  • Teachers in all modern education settings (particularly online ones) require an understanding of learning, pedagogical design, technological knowledge, and skills.

These findings are critical in light of the tectonic shifts taking place in U.S. K-12 education. Across the country, online learning opportunities continue to increase. The 2016 COLSD State/Territory Policy Scan of this year’s Annual Publication found that 80% of the states and territories surveyed had at least one fully online school in operation. This change is an increase of two additional states from 2015. Furthermore, over 50% of the states and territories surveyed have state-sponsored online entities in operation. The increasing option to enter an online learning environment suggests that parents will continue to have the choice to enroll their children in online learning and that they will continue to need support in making the experience successful.

With this in mind, the findings of this year’s Annual Publication are all the more crucial for educators and policymakers. Determining which courses, schools, and instructional models are creating positive outcomes is critical for online providers because online coursework can attract students from across the nation and therefore has the potential to influence massively more students than physical schools.

Findings in this study identify areas that are relevant to all students with disabilities engaged in online education. We hope that online learning environments can achieve their potential to become places in which all K-12 students can learn what they need to know to live optimally significant lives.

Visit the Equity Matters 2016 publication page to download the full publication or download each chapter as a stand-alone document, and let us know what you think in the comments!

Invited In: Measuring UDL in Online Learning

Posted on Jan 28, 2016

On January 28, 2016, the Center released Invited In: Measuring UDL Design in Online Learning. This report on K-12 online learning explores and evaluates alignment to the Universal Design for Learning (UDL) framework among selected online learning product vendors. Invited In assists online developers, administrators, teachers, and parents in understanding the online lessons, resources, and related digital materials used by K-12 students, how online learning variances impact students with disabilities, and how to select products that provide appropriate learning options for struggling learners and students with disabilities.

Report contents include:

  • A means to further consider K-12 online lessons and related digital materials in consideration of their accessibility and subsequent value to struggling learners and students with disabilities.
  • Current efforts to determine the appropriateness of K-12 blended and fully online content often relies on compliance with accessibility standards. Districts and education product developers can use a number of resources, including the Volunteer Product Accessibility Template (VPAT), to assist in determining the accessibility of their digital content or materials. However, current accessibility standards focus solely on physical and sensory considerations and not on the essential cognitive elements that create and enhance learning opportunities for all students.
  • Building on the evaluation capabilities of the VPAT, the UDL framework should be considered as a means to further determine accessibility for a broad scope of learners, including those with disabilities.
  • Using the UDL framework, developers and educators examine online content from the perspective of cognitive accessibility and variability.
  • How Center researchers employed the UDL Scan Tool in their evaluation of six online vendor products to determine how each serves—or does not serve—students with learning and access needs.
  • Six vendors of blended and fully online products were selected by researchers for review to determine alignment to UDL principles and related guidelines.  Vendors included free and for profit providers representing all K-12 grade levels and content areas.
  • Data was complied and reported on six K-12 online products’ alignment to UDL’s three principles.
  • Analysis of the findings specific to each of the six vendors, summarizing what the findings indicate for learning opportunities.

The rapid growth of online learning presents opportunities and challenges for K-12 in blended and fully online educational programs, especially for struggling students and those with disabilities. The nature of online instruction, course materials, and supplementary supports has the potential to offer all students with unique, personalized learning experiences that best fit their individual needs. To ensure that all learners benefit from online learning opportunities, the development of online learning materials must be appropriate and accessible to students with both physical and cognitive accessibility needs.

The VPAT serves as an excellent tool for evaluating overall physical accessibility to digital materials. The VPAT may be accessed free of charge from the ITI website. Use of the VPAT and other accessibility measurement tools, however, does not provide districts, schools, educators, and parents with measurements to assist in looking beyond physical accessibility in order to assess the cognitive accessibility of learning materials. The UDL works with the VPAT and other tools to provide assessments for materials to determine their accessibility for all learners.

Because UDL focuses on learners’ needs and provides a step-by-step framework for assessing learning products and their content, it goes beyond physical accessibility evaluations to provide developers and educators with methods for creating and assessing materials to ensure their appropriateness for all students. UDL alignment assures that the educational products provide access to the information and also facilitate access to learning. Used together, other online evaluation tools and the UDL Scan Tool determine a full scope of accessibility and and help educators ensure that both disabilities and learners variabilities are appropriately addressed so that all students may benefit from the potential advantages of online learning. Learn more about UDL and download UDL guidelines on the UDL Center website.

To download the entire report, visit the Invited In publication page.

Equity Matters: Digital and Online Learning for Students with Disabilities

Posted on Nov 10, 2015

Annual Publication 2015

On Tuesday, November 10, 2015, The Center released its 2015 Annual Report, Equity Matters: Digital and Online Learning for Students with Disabilities. From a variety of research inquiries–national scans, forums, surveys, interviews, observations, and data analysis involving various stakeholders in K-12 online learning (administrators, teachers, parents, students, and developers and vendors of digital curriculum materials and delivery systems), the following items are a sample of important issues that have emerged:

  • Few states offer or require certification or endorsements in online teaching, despite the fact that all stakeholders generally agree that the knowledge and skills, both technological and pedagogical, necessary for success differ dramatically from those skills and knowledge required in brick-and-mortar settings.
  • There is a shared belief that the flexibility of digital learning materials, when combined with appropriately designed online delivery systems and instruction, can address the variable learning needs of elementary and secondary students with disabilities in ways difficult or impossible to otherwise achieve.
  • The capacity of online learning systems to track, record, and present information about student progress—at the point of instruction—offers enormous potential for supporting more personalized learning for all students, including those students with disabilities. Unfortunately, the current data gathered within many these systems are often siloed and do not always support instructional decision making.
  • There is agreement among state Directors of Special Education that great potential exists for online systems to collect a variety of data, but, currently, these data do not support the reporting requirements they are charged with addressing.
  • Leaders of full-time virtual and blended online schools, and digital materials and systems vendors uniformly agree that Individualized Education Programs (IEPs) and Section 504 plans developed for brick-and-mortar settings need to be re-visited (and likely revised) once a student enrolls in online learning.
  • Parents of students with disabilities who are being educated in full-time virtual settings spend more time supporting their students in day-to-day online learning than do parents of these students in blended or supplemental settings, despite the fact that few parents report having expertise in providing special education services.

State Directors Survey 2012 ExampleWhen state special education administrators are asked, “How many students with disabilities are enrolled in online learning, which of these students perform best in which types of environments, and how are they progressing?” they may be able to identify how many of these students were enrolled at the start of a semester, and whether the academic achievement for these students was at, above, or below the established standards. However, beyond basic initial enrollment and outcome information, they simply do not know the answers to these questions.

These and other findings raise questions and identify areas of needed additional research relevant to all students engaged in full-time virtual, blended or supplemental learning. Because students with disabilities present the widest sensory, physical, cognitive and behavioral variabilities, these students challenge the education system to become more flexible, responsive, and effective. Students with disabilities offer a unique opportunity for designing learning systems that can address their learning variabilities from the outset, not as an afterthought, and, in doing so, more effectively encompass the needs of all learners—those with disabilities, and those without. The annual publication hopes to prompt all stakeholders to work together to investigate, design and deliver better online learning environments for all learners.

Visit the Equity Matters 2015 publication page to download the full publication or download each chapter as a stand-alone document, and let us know what you think in the comments!

Enrollment, Persistence, Progress, Achievement… Oh My!

Posted on Jan 27, 2015

Here’s how you do it – enroll in an online program, stay with it and you will progress nicely and even make some great achievement – right?

Well, maybe not! It’s a little like the “Wizard of Oz” in that we’re following this “yellow brick road” – but do we know where we’re going?  Dorothy had some problems along the way and states are having some problems too. But they see some promise on the horizon too.

On November 18th and 19th, 2014, COLSD held a forum with state department of education staff to discuss online learning and students with disabilities – We wanted to know what they find important about several topics regarding online learning and students with disabilities.

This is the first in a series of eight blogs about what we learned from them.  Read More..

What State Directors of Special Education Need to Support Students with Disabilities in Online Education

Posted on Dec 18, 2014

 

The following is a Proceedings Document based on Focus Group held at the NASDSE Annual Conference, October 2012. Two years ago, state directors of special education gave the Center some direction for our research. They indicated their need to have definitions of online learning and to learn more about online learning in regards to FAPE in the LRE (Free Appropriate Public Education in the Least Restrictive Environment), monitoring, funding, and policy.

Look for the Proceedings Document from the 2015 NASDSE Annual Conference soon.

During the 2012 National Association of State Directors of Special Education (NASDSE) annual conference held in Sacramento, California, the Center on Online Learning and Students with Disabilities (the Center), a cooperative research project funded by the U.S. Department of Education, Office of Special Education (OSEP), conducted a focus group with numerous state directors. The session began with a brief overview of what the Center currently knows about online learning and students with disabilities, and with the Center’s charge from OSEP.  Next, Bill East, senior principal investigator and Diana Greer, project director for the Center, guided a focus group discussion using the following questions:

  • What do you need to know regarding online learning and students with disabilities?
  • What research would you like the center to conduct to inform your work in the area?
  • What resources do you need to promote or implement online learning in your state? Read More..