Pioneering research studies in teacher preparation in online settings have taken place, yet little to no work has been done specifically focused on teacher preparation for special education and learners with disabilities. In the present study, researchers from the Center on Online Learning and Students with Disabilities conducted a web-based survey of special education teacher preparation faculty to determine the level to which they were attending to online education preparation. The survey was developed with a specific alignment to the International Association for K–12 Online Learning (iNACOL) online teacher standards. The results of this survey pinpoint several areas of need in the preparation of teachers who are will be working in online education and attending to students with disabilities in these settings.
ArchambaultL.KennedyK. (2012). Situated online: Theoretical underpinnings of field experiences in virtual school settings. In MadduxC. (Ed.), Research highlights in technology and teacher education (pp. 53–60). Chesapeake, VA: Society for Information Technology & Teacher Education.
2.
ArchambaultL.KennedyK. (2014) Teacher preparation for K-12 online and blended learning. In FerdigR. E.KennedyK. (Eds.), Handbook of research on K-12 online learning (pp. 225–244). Pittsburgh, PA: ETC Press.
3.
BashamJ. D.StahlS.OrtizK.RiceM. F.SmithS. (2015). Equity matters: Digital & online learning for students with disabilities. Lawrence, KS: Center on Online Learning and Students with Disabilities.
4.
CarterR. A.Jr.RiceM. F. (2016). Administrator work in leveraging technologies for students with disabilities in online coursework. Journal of Special Education Technology, 31, 137–146.
5.
CavanaughC.GillanK. J.BosnickJ.HessM.ScottH. (2008). Effectiveness of interactive online algebra learning tools. Journal of Educational Computing Research, 38(1), 67–95.
6.
DavisN. E.RoblyerM. D. (2005). Preparing teachers for the “Schools that technology built” Evaluation of a program to Train teachers for virtual schooling. Journal of Research on Technology in Education, 37(4), 399–409.
7.
DiPietroM.FerdigR.BlackE.PrestonM. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers. Journal of Interactive Learning, 7, 10–35.
GreerD.RowlandA. L.SmithS. J. (2014). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46, 75–91. Retrieved fromhttp://doi.org/10.1177/0040059914528105
HuertaL.ShaferS. R.BarbourM. K.MironG.GulosinoC. (2015). Virtual schools in the US 2015: Politics, performance, policy, and research evidence. Washington, DC: National Education Policy Center.
IrvineV.MappinD.CodeJ. (2003). Preparing teachers to teach online: The role of faculties of education. In LassnerD.McNaughtC. (Eds.), Proceedings of EdMedia: world conference on educational media and technology 2003 (pp. 1978–1981). Association for the Advancement of Computing in Education (AACE).
14.
KennedyK.ArchambaultL. (2012). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63, 185–200. Retrieved fromhttp://doi.org/10.1177/0022487111433651
RiceM.CarterR. A.Jr. (2015a). When we talk about compliance it’s because we lived it: Online educators’ experiences supporting students with disabilities. Online Learning Journal, 19, 18–36.
17.
RiceM.CarterR. A.Jr. (2015b). With new eyes: Online teachers’ sacred stories of students with disabilities. In RiceM. (Ed.) Exploring pedagogies for diverse learners online (pp.205–226). Bingley, UK: Emerald Group Publishing.
18.
ScottL. A.GentryR.PhillipsM. (2014). Making preservice teachers better: Examining the impact of a practicum in a teacher preparation program. Educational Research and Reviews, 9, 294. Retrieved fromhttp://doi.org/10.5897/ERR2014.1748
