Abstract

In this article, the authors state that increases in technological capabilities are enabling more students to complete schoolwork in online learning environments--in addition to and sometimes instead of traditional classrooms. Teachers, parents, and learning coaches who are working with students using these online environments need to know about the complexity of the text with which students with disabilities can be presented so that they can employ scaffolding strategies to help the students experience success in comprehending the sometimes text-laden world of online learning environments. As students participate in online learning in supported, manageable chunks, for appropriate amounts of time, the potential for online learning can be unlocked as well as the human potential for all students. This article outlines those challenges and offers support materials for meeting them.

Citation

Rice, M. & Greer, D. (2014). Helping Students with Disabilities Comprehend Text in Online Coursework. TEACHING Exceptional Children, 46(5), 93-101. Retrieved April 18, 2021 from https://www.learntechlib.org/p/161105/.

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Keywords

• barriers
• Cognitive Processes
• Cues
• Decoding (Reading)
• Disabilities
• educational technology
• instructional materials
• Intervention
• Knowledge Level
• online courses
• Persistence
• Phonics
• reading comprehension
• Reading Skills
• Scaffolding (Teaching Technique)
• Self Control
• Short Term Memory
• student motivation
• teaching methods
• Technological Literacy
• Vocabulary Development