Increasing Access to Online Learning for Students with Disabilities during the COVID-19 Pandemic

Autor/inn/en	Kim, Ji Young; Fienup, Daniel M.
Titel	Increasing Access to Online Learning for Students with Disabilities during the COVID-19 Pandemic
Quelle	In: Journal of Special Education, 55 (2022) 4, S.213-221 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Ji Young)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466921998067
Schlagwörter	Access to Education; Online Courses; Distance Education; Electronic Learning; Students with Disabilities; COVID-19; Pandemics; Assignments; Virtual Classrooms; Task Analysis; Rewards; Special Education; Learner Engagement; Intervention; Program Evaluation + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Assignment; Auftrag; Zuweisung; Aufgabenanalyse; Reward; Belohnung; Special needs education; Sonderpädagogik; Sonderschulwesen; Programme evaluation; Programmevaluation
Abstract	During the COVID-19 pandemic, there were alarming reports of children missing out on online special educational activities due to a lack of access to those resources. We evaluated a simple online intervention using a concurrent multiple baseline design for three second-grade students with disabilities who unreliably accessed the remote curriculum. The dependent variable was the number of daily assignments completed. During baseline, the teacher provided students and parents with educational activities via Google Classroom, and the teacher contacted parents when a student missed educational activities. For intervention, the teacher implemented a task analysis that listed five daily assignments. Students earned preferred rewards contingent on completing all activities. Results showed that the intervention was effective in increasing engagement in online learning. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01