Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic

Kim, Ji Young; Fienup, Daniel M.

doi:10.1177/0022466921998067

Cited by 47 publications

(33 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The current study also indicates that children who had specific, intense services and accommodations in school, particularly those with one-to-one aides, seemed to struggle more due to the inability of schools to provide such services remotely. While some school districts were able to offer some degree of individual outreach and instruction for students with disabilities during school closures (see, e.g., Kim & Fienup, 2021;Tremmel et al, 2020), my interviews make clear that this was not the case for all school districts, and that even for those who were able to offer services such as one-on-one videoconferencing sessions, these are not a direct substitute for one-on-one, in-person assistance.…”

Section: Discussionmentioning

confidence: 97%

“…While the pandemic affected the education of virtually all schoolchildren, it became clear early on that pandemic-related school closures did not affect all children in equal ways. As the above quote from Nadia illustrates, among those who were disproportionately affected were children with disabilities, many of whom found themselves without access to the services and accommodations they normally receive in school (Houtrow et al, 2020; Kim & Fienup, 2021). Nationwide, nearly seven million school-aged children—14% of all children in public schools—have some form of disability (Schaeffer, 2020), and children with disabilities are particularly vulnerable to the effects of disasters and other crises (Peek & Stough, 2010).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Remote Learning, COVID-19, and Children With Disabilities

Averett

2021

AERA Open

View full text Add to dashboard Cite

While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K–12. In this article, I analyze these parents’ narratives about their families’ experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.

show abstract

Section: Discussionmentioning

confidence: 97%

mentioning

confidence: 99%

Remote Learning, COVID-19, and Children With Disabilities

Averett

2021

AERA Open

View full text Add to dashboard Cite

show abstract

“…Other research highlights successes special education teachers have had. A study by Kim and Fienup (2021) focused on providing reminders and rewards to students for submitted work through a Learning Management System (LMS) platform. The grade 2 students reported appreciating the rewards for submitting work.…”

Section: Learning To Use Technologiesmentioning

confidence: 99%

Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

Rice

2022

TechTrends

View full text Add to dashboard Cite

When school buildings closed in Spring 2020 due to the COVID-19 pandemic, many teachers began instructing with online technologies. Schools in the United States remained obligated to provide all students access to learning under federal laws in these challenging circumstances. The purpose of this study was to learn from teachers of students with disabilities who were striving to ensure that their students would benefit from instruction using various technologies amid shifting instructional modalities. These teachers taught kindergarten, grade 3, grade, 6, and grade 10. The time periods of the study included the (1) Spring 2020 initial shutdown, (2) return to online learning in Fall 2020, (3) partial return to school buildings using a form of hybrid instruction in Spring 2021, and (4) so-called ‘return to normal’ in Fall 2021. Teachers focused their efforts on facilitating the inclusive use of technologies; evaluating and modifying digital instructional materials; and managing the tension between wanting the autonomy to choose technologies, while needing organized, sustained support. Implications of this study include considerations for the supporting teachers in sustaining the use of technologies that they enjoyed using and found useful for students.

show abstract

“…Students with special needs did not receive supportive educational services (Toseeb et al, 2020;Aishworiya & Kang, 2020). Under online learning conditions, special education teachers may not be able to provide all kinds of services to students (Toquero, 2020; Kim & Fienup, 2021). It can be difficult and sometimes even impossible to work for certain purposes that require direct contact.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

INT-JECSE

View full text Add to dashboard Cite

The COVID-19 quarantine has affected educational systems in Georgia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. While online learning quickly became the default solution globally because of school closures, it was not the most accessible choice for the students with special needs. The aim of the research is to study the implementation of online learning of students with special needs amid the COVID-19 pandemic and investigates the challenges experienced by teachers during this period. Within the qualitative research in-depth interviews with selected practicing teachers were conducted. The vast majority of respondents are in favor of classroom lessons, as it helps the child to develop social skills, and due to the diversity of resources -motor skills, face-to-face communication, collaborative learning, physical contacts are extremely important for pupils with special educational needs. Some students do not have access to technological equipment and the Internet and were unable to use online learning platforms. Distance learning has increased the involvement of parents in the teaching process. Students with disabilities need confidence in the accessibility of the online learning tools that are becoming increasingly prevalent in education not only because of COVID-19 but also more generally. Educational technologies will be more accessible if they consider the learning context, and are designed to provide a supportive environment.

show abstract

Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic

Cited by 47 publications

References 11 publications

Remote Learning, COVID-19, and Children With Disabilities

Remote Learning, COVID-19, and Children With Disabilities

Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

Untitled

Contact Info

Product

Resources

About