Virtual School 9-12: 21st Century Strategies and Instructional Practices for Students with Disabilities

Autor/in	Schultze, Melissa M.
Titel	Virtual School 9-12: 21st Century Strategies and Instructional Practices for Students with Disabilities
Quelle	(2016), (155 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-2820-3
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; High School Students; Distance Education; Educational Technology; Teaching Methods; Online Courses; Virtual Classrooms; Public Schools; Curriculum Development; Compliance (Legal); Educational Legislation; Equal Education; Federal Legislation; Educational Practices; Remedial Instruction; Computer Mediated Communication; Team Teaching; Technological Literacy; Common Core State Standards; Scaffolding (Teaching Technique); Daily Living Skills; Academic Accommodations (Disabilities); Individualized Education Programs; Partnerships in Education; Individualized Instruction; Blended Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Public school; Öffentliche Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsrecht; Schulgesetz; Bundesrecht; Bildungspraxis; Förderkurs; Computerkonferenz; Teamteaching; Technisches Wissen; Common core curriculum; Kerncurriculum; Alltagsfertigkeit; Individualized education program; Individualisierendes Lernen; Hochschulpartnerschaft; Individualisierender Unterricht
Abstract	The purpose of this qualitative study was three-fold. First, the purpose was to identify instructional strategies implemented by a virtual public high school to serve students with disabilities. Second, the purpose of this study was to show how the curriculum for students with disabilities developed in a virtual public school in a southeastern state. Lastly, the purpose was to determine how the virtual school in a southeast state addressed the educational requirements of students with disabilities in a manner consistent with the requirements of Individuals with Disabilities Education Act (2004). Utilizing semi-structured interviews, data were collected and transcribed through Transcribe, a transcription Website. The transcribed interviews where coded and analyzed for themes and findings. The following themes were found throughout the data: remediation activities, video and audio components, announcements, communication, co-teaching, technology skills, technology instruction, Common Core, development, instructional strategies, scaffolding, life skills, no difference, accommodations, IEP policy, partnerships, individualization, and blended learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01