Three Low-Tech Active Student Responding Strategies for Inclusive Online Teaching

Autor/inn/en	Barbetta, Patricia M.; Morales, Melanie
Titel	Three Low-Tech Active Student Responding Strategies for Inclusive Online Teaching
Quelle	In: TEACHING Exceptional Children, 54 (2022) 5, S.346-353 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barbetta, Patricia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211025553
Schlagwörter	Synchronous Communication; Asynchronous Communication; Online Courses; Students with Disabilities; Inclusion; Oral Language; Responses; Visual Aids; Instructional Materials; Educational Technology; Technology Uses in Education; Teaching Methods; Guides + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Oral interpretation; Mündlicher Sprachgebrauch; Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Handbuch; Leitfaden
Abstract	This article discusses how three low-tech instructional strategies, typically used in face-to-face teaching, can be successfully used in synchronous and asynchronous online instruction with students with high-incidence disabilities and their typical-learning peers in inclusive online classes. The three strategies are choral responding, response cards, and guided notes. Each strategy has been researched extensively and has been shown to result in high levels of active student responding, which improves students' learning with and without disabilities across various academic subjects and grade levels. With high-tech tools, such as video conferencing platforms and learning management systems, educators can successfully use these strategies during online teaching. This article describes each strategy, presents research on its effectiveness, and suggests potential adaptations when used during inclusive online instruction, including students with high-incidence disabilities and those at-risk. (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	2024/1/01