Serving Students with Disabilities in K-12 Online Learning: Daily Practices of Special Educators during the COVID-19 Pandemic

Autor/in	Starks, Allison
Titel	Serving Students with Disabilities in K-12 Online Learning: Daily Practices of Special Educators during the COVID-19 Pandemic
Quelle	In: Distance Education, 43 (2022) 4, S.596-620 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Starks, Allison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2144138
Schlagwörter	COVID-19; Pandemics; Students with Disabilities; Distance Education; Online Courses; Electronic Learning; Special Education Teachers; Inclusion; Teaching Methods; Technology Uses in Education; Family School Relationship; Access to Education; Accessibility (for Disabled); Public Schools; Elementary School Teachers; Secondary School Teachers; Educational Legislation; Equal Education; Federal Legislation; Teacher Attitudes; California; New Jersey; Virginia; Massachusetts; Texas + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerverhalten; Kalifornien; Master-Studiengang
Abstract	Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies' flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight into inclusive practices for students with disabilities in online contexts, especially at the K-12 levels. The present study describes special education teachers' online teaching practices with students with disabilities and the necessary conditions for special educator use of technology in K-12 remote learning. Using in-depth interview (N = 20) and survey data with special educators teaching during the COVID-19 pandemic, findings highlight specific strategies special educators use to differentiate instruction as well as innovations in hybrid content experiences and home-school partnerships across K-12 schooling. The practices of special educators teaching in online environments provide insights into how all educators can support learners with or without disabilities in K-12 distance education settings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01