The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

Abstract

The COVID-19 pandemic highlighted inequities in technology literacy and access for students with extensive support needs (ESN) in k-12 settings. Technology is critical for students with ESN to continue lifelong learning after graduation. The unprecedented level of funds from the American Relief Plan provides schools opportunities to invest in sustainable and accessible technology which benefits all students. The Universal Design for Learning (UDL) framework is used to increase access to learning for all students, and should be applied to decision making surrounding technology investment and purchasing. This essay provides three considerations for schools to reflect on when spending ARP Act funds: (a) use UD to purchase technology, (b) provide UDL professional development to teach technology literacy skills, and (c) provide learning opportunities aimed at technology use among students with ESN.

Factors Influencing Educational Equity in Online Instruction for Students During the Covid-19 Pandemic

“…Third, while confirming prior research findings of inequitable outcomes in online education for students with ESN due to a critical deficit in technology literacy skills and lack of proper access, this study went further to indicate that student outcomes were influenced by variations in attitudes and perceptions of educational professionals ( Reed et al, 2022 ). The study indicated that inequity in access provided to students with ESN versus general education students was also due to school and district policies.…”

Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online

“…While not the focus of the study, the teacher remarked about her students’ gain in skills related to independently using technology (Zoom, Chromebooks, novel websites) as well as problem solving when the technology might not always work. The online nature of data collection integrated student use of twenty-first-century skills (accessing the Zoom link in email, video conferencing—including screen sharing and website navigation) into weekly instruction (Reed et al, 2022).…”

“…The intervention provided a cost-effective option for educators, as well as took advantage of twenty-first-century technology and technology skills. Researchers suggest virtual manipulatives are just as effective as concrete but less socially stigmatizing for secondary students (Peltier et al, 2020; Reed et al, 2022; Satsangi et al, 2016; Satsangi & Miller, 2017; Shurr et al, 2021).…”

“…Related, future researchers should also seek to compare student success with virtual and concrete money manipulatives as well as the blander base 10-based money manipulative used in this study to actual digital representations of coins (McNeil et al, 2009). Although previous researchers found secondary students with disabilities to be just as effective with virtual manipulatives as concrete manipulatives, the research is limited to academic mathematics (Peltier et al, 2020; Reed et al, 2022; Satsangi et al, 2016; Satsangi & Miller, 2017; Shurr et al, 2021). Finally, although researchers collected social validity data, teachers and students were not explicitly asked if they found the intervention meaningful.…”