Abstract

This thesis explored how students with exceptionalities learned literacy skills in an online learning environment and how the teacher was supported in the online classroom environment through professional development. Analysis of classroom observations and interviews with a teacher resulted in five findings: (1) There was limited professional development for teaching exceptional education students online. (2) Meeting exceptional student educational needs in the online environment was challenging for the teacher. (3) During the teacher’s online lessons, there were some elements of literacy present such as comprehension and real-world examples. (4) The teacher missed out on some key components for literacy development with exceptional students in an online learning environment. (5) The exceptional students in the online learning environment did not have access to classroom tools.

Thesis Completion

2021

Semester

Spring

Thesis Chair

Gelfuso, Andrea

Degree

Bachelor of Applied Science (B.A.S.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Elementary Education

Language

English

Access Status

Open Access

Release Date

5-1-2021

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