Literaturnachweis - Detailanzeige
| Autor/inn/en | Carter, Richard Allen, Jr.; Rice, Mary F. |
|---|---|
| Titel | Administrator Work in Leveraging Technologies for Students with Disabilities in Online Coursework |
| Quelle | In: Journal of Special Education Technology, 31 (2016) 3, S.137-146 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643416660838 |
| Schlagwörter | Online Courses; Technology Uses in Education; Educational Technology; Disabilities; Teamwork; Interviews; Documentation; Individualized Education Programs; Content Analysis; Cooperative Planning; Administrators; Special Education; Interaction; Computer Mediated Communication; Case Studies Online course; Online-Kurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Handicap; Behinderung; Interviewing; Interviewtechnik; Dokumentation; Individualized education program; Individualisierendes Lernen; Inhaltsanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Interaktion; Computerkonferenz; Case study; Fallstudie; Case Study |
| Abstract | This article describes a study of online educators' use of technology as part of the accommodations they provided to students with disabilities at their school. Specifically, research focused on four teachers who were members of an interdisciplinary team in a large virtual school program, in a state with established policies regarding online education, and online course work as a requirement for graduation. Data were collected over 4 months in a series of weekly interviews and through a content analysis of stipulated accommodations and modifications in student Individualized Education Program (IEP) documents. The findings of this study indicated (1) providing technologically grounded accommodations and modifications required intensive collaboration with students, parents, and other special education support staff at the virtual school, (2) online teachers struggled to keep up with all of the possible means and methods of enhancing the learning experience and providing accommodations that were stipulated in the IEP while also remaining sensitive to practices and supports that they could provide (using technology that were not mandated), and as a result (3) technology use as part of accommodation was most often relegated to what naturally exists in an online learning environment and is available to all students. The implications of this work are that transferring disability service plans, and IEPs in particular, is no simple matter, and that moving to a technological environment (and the notion that the online environment is inherently accommodating) needs interrogation at every level (practice, research, and policy). (As Provided). |
| Anmerkungen | SAGE Publications. 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 | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
