A Case Study of a Foster Parent Working to Support a Child with Multiple Disabilities in a Full-Time Virtual School

Autor/inn/en	Rice, Mary F.; Ortiz, Kelsey R.; Curry, Toni M.; Petropoulos, Ryan
Titel	A Case Study of a Foster Parent Working to Support a Child with Multiple Disabilities in a Full-Time Virtual School
Quelle	In: Journal of Online Learning Research, 5 (2019) 2, S.145-168 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-1473
Schlagwörter	Foster Care; Multiple Disabilities; Electronic Learning; Students with Disabilities; Middle School Students; Parent Attitudes; Parent School Relationship; Educational Legislation; Equal Education; Federal Legislation; Educational Quality; Family Characteristics + Suchen Sie Ihr Suchwort? Pflegehilfe; Multiple disability; Mehrfachbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungsrecht; Schulgesetz; Bundesrecht; Quality of education; Bildungsqualität
Abstract	With increases in the number of students enrolling in virtual schools, increases in students with disabilities can also be expected at virtual schools. Further, not all of these students enrolling in virtual schools will live with their biological parents. As students with disabilities move online, they continue to be protected under the Individuals with Disabilities Education Act (IDEA). However, these students spend much of the day with their parents or caregivers, if they are supervised at all, which raises questions about the depth and breadth of services that students with disabilities are receiving through their virtual schools. The purpose of this case study was to learn how a foster parent of a student with a disability in a fully online virtual middle school program perceived the school's response to her child's needs, as well as how she imagined that the school perceived her. This foster mother determined that virtual school educators could not educate her son in accordance with IDEA. The study offers implications for improving students' and parents' virtual school experiences. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01