Learning to Serve Students with Disabilities Online: Teachers’ Perspectives
Toni Crouse, University of Kansas, United States ; Mary Rice, University of New Mexico, United States
Journal of Online Learning Research Volume 4, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
As K-12 online learning continues to grow for all student populations, so should knowledge of best practices related to teaching with diverse learning needs, including students with disabilities. The absence of a strong literature base provides a unique opportunity to explore issues of identity and agency of teachers in these settings, particularly as they consider their role in the call for highly skilled, high-quality instruction for all students, regardless of disability status. This study explored descriptions of practice from fully online teachers in their instruction of students with disabilities. Data were collected using semi-structured interviews of online teachers across a variety of grade levels. Analysis involved both thematic and theoretical elements to identify concepts for interpretation. Findings were divided into two major concepts: 1) online teachers’ learned practices about working with students with disabilities, and 2) teachers’ sources of knowledge about “good” teaching practices when working with students with disabilities.
Crouse, T. & Rice, M. (2018). Learning to Serve Students with Disabilities Online: Teachers’ Perspectives. Journal of Online Learning Research, 4(2), 123-145. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Mary Rice, University of New Mexico, United States; Mark Deschaine, Central Michigan University, United States; Daryl Mellard, University of Kansas, United States
Journal of Online Learning Research Vol. 4, No. 2 (2018) pp. 117–121
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