Title

Using Universal Design For Learning In Synchronous Online Instruction

Abstract

Evidence suggests that students with disabilities increasingly choose to participate in online courses at higher rates then other student populations. Research examining factors that influence the success of these students is inconclusive. This article addresses a national need for additional research by identifying challenges faced by special education teachers and students with learning disabilities in online environments; describing extant literature related to online learning and students with disabilities; and summarizing findings from a recent study that examined Universal Design for Learning (UDL) during synchronous lessons. The article concludes with interviews with leaders in virtual schools who bring to light the challenges and concerns facing the industry. Implications for professional development activities also are discussed.

Publication Date

3-1-2014

Publication Title

Journal of Special Education Technology

Volume

29

Issue

1

Number of Pages

63-74

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/016264341402900105

Socpus ID

85006874000 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85006874000

This document is currently not available here.

Share

COinS