As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K–12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design for Learning at the cornerstone of practice. Personalized learning requires a shift in instructional practice on behalf of both the teacher and the learners. Implications for further research and practice are discussed.

Pioneering research studies in teacher preparation in online settings have taken place, yet little to no work has been done specifically focused on teacher preparation for special education and learners with disabilities. In the present study, researchers from the Center on Online Learning and Students with Disabilities conducted a web-based survey of special education teacher preparation faculty to determine the level to which they were attending to online education preparation. The survey was developed with a specific alignment to the International Association for K–12 Online Learning (iNACOL) online teacher standards. The results of this survey pinpoint several areas of need in the preparation of teachers who are will be working in online education and attending to students with disabilities in these settings.

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