Designing Online Learning Opportunities for Students with Disabilities

With the growth in blended and fully online K-12 instruction, all students, including those with disabilities, are finding online learning a viable option to address learner variability. Personalized learning or the individualized education program appears to align well with the many features of ble...

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Bibliographic Details
Published inTeaching exceptional children Vol. 46; no. 5; pp. 127 - 137
Main Authors Smith, Sean J., Basham, James D.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2014
SAGE PUBLICATIONS, INC
Subjects
Accessibility (for Disabled)
Blended Learning
Core curriculum
Disabilities
Distance learning
Education
Electronic Learning
Elementary Secondary Education
Handicapped accessibility
High Schools
Individualized Education Programs
Individualized Instruction
Instructional design
Instructional Materials
Learning Disabilities
Online Courses
Online instruction
School districts
Secondary schools
Special Education
Special Education Teachers
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Summary:With the growth in blended and fully online K-12 instruction, all students, including those with disabilities, are finding online learning a viable option to address learner variability. Personalized learning or the individualized education program appears to align well with the many features of blended and fully online instruction. The purpose of this article is to assist teachers and other practitioners in understanding the availability of blended and fully online K-12 content for the struggling learner and those with disabilities. The hope is that through an understanding of how best to determine the accessibility of online content, teachers can better identify the right type of instructional program for their students, including the consideration of blended and fully online learning curriculum.
ISSN:0040-0599
2163-5684
DOI:10.1177/0040059914530102