Improving Approaches to Include Students with Disabilities in Online Learning
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1 Improving Approaches to Include Students with Disabilities in Online Learning October 22, 2012 Project Co-Sponsors: KU Center for Research on Learning CAST NASDSE
2 Project Co-Sponsors KU Center for Learning Don Deshler James Basham Diana Greer Edward Meyen Sean Smith CAST David Rose Skip Stahl Sam Johnston Scott Lapinski Rachel Currie-Rubin NASDSE Bill East Paula Burdette
3 Online Center Funding The Office of Special Education Programs The Center is supported under a cooperative agreement from the Technology and Media Services for Individuals with Disabilities program in the Office of Special Education Programs, U.S. Department of Education. The contents of this presentation do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
4 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.
5 Goal #1 Identify and verify trends and issues related to the participation of students with disabilities.
6 Goal #2 Identify and describe potential positive outcomes and negative consequences of participation in online learning for students with disabilities.
7 Goal #3 Identify and develop promising approaches for increasing the accessibility and potential effectiveness of online learning for students with disabilities.
8 Goal #4 Test the feasibility, usability, and potential effectiveness (or promise) of one or more key approaches.
9
10 Learner Variability No national data on students with disabilities engaged in online learning Why students with disabilities (and their parents) choose to engage in online learning
11 Contextual Variability Reports of complaints and dispute resolutions are beginning to emerge Ambiguity and variability exist in cross-state and cross-district policies, roles, and responsibilities for special education and related services
12 Contextual Variability Continued Teacher preparation and self-efficacy in the unique competencies required to provide online instruction are lacking Who and how are online service providers addressing non-academic and social-emotional needs of students with disabilities in online learning?
13 Contextual Variability Continued No guidelines exist to determine whether an online learning environment is truly the least restrictive environment. A digital divide (e.g., access to bandwidth and infrastructure) remains in many communities throughout the U.S. and we do not know if there is a disproportionate effect on students with disabilities
14 Online Design Variability The Foundation: Product Accessibility
15 Online Design Variability 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 f or Civil Rights
16 Online Design Variability 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
17 Voluntary Product Accessibility Template (VPAT) Details support for sensory & physical access and the extent to which a product: can be used by students with little or no vision can be used by students with little or no hearing can be used by students with no speech can be used by students with limited mobility
18 A Representative Sampling of Products Product types sampled: Content Management System (CMS)/Learning Management System (LMS) Commercial Presentation Tools Document Creation Tools Multimedia Creation Tools Organizational/Concept Mapping Tools Social Networking Tools Progress Monitoring Tools Blogs & Hybrid CMS systems Instructional Content Commercial Instructional Content Open Source
19 A Sampling of Products
20 A Sampling of Products
21 A Sampling of Products Total number of products sampled = 70 Total number of products with VPATS = 23 Total number of products with either VPATS or accessibility information = 36
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23 For more on the Center Visit us at: centerononlinelearning.com Contact us at:
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