Distance Learning and Students With Extensive Support Needs: (Re)Defining Access to Education From a Distance

Abstract

Students with Extensive Support Needs (ESN) experience multiple barriers in accessing distance learning educational programs during school closures in the context of the COVID-19 pandemic. These barriers include inaccessible formats, a lack of access to adequate support to access instruction, and a lack of available assistive technology. Access issues may result in further isolation of students and reduced access to general education peers and curriculum. Promising practices include close collaboration with families, connecting Individualized Education Program (IEP) goals to students’ daily routines, supporting access to the general education curriculum, strategic participation in online classes, meaningful engagement with typical peers, and the adaptation of progress monitoring strategies for distance learning formats.

Keywords

distance learning special education inclusive education extensive support needs

Get full access to this article

View all access options for this article.

References

Agran

Jackson

Kurth

J. A.

Ryndak

Burnette

Jameson

Zagona

Fitzpatrick

Wehmeyer

(2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons With Severe Disabilities, 45(1), 4–13. https://doi.org/10.1177/1540796919878134

Bigby

Beadle-Brown

. (2018). Improving quality of life outcomes in supported accommodation for people with intellectual disability: What makes a difference? Journal of Applied Research in Intellectual Disabilities, 31, 182–200.

Black

Wiliam

(2004). The formative purpose: Assessment must first promote learning. In Wilson

(Ed.), Towards coherence between classroom assessment and accountability: Part II. 103rd yearbook of the National Society for the Study of Education (1st ed., pp. 20–50). University of Chicago Press.

Blanchett

Klingner

Harry

. (2009). The intersection of race, culture, language, and disability. Urban Education, 44(4), 389–409. https://doi.org/10.1177/0042085909338686

Blanco

Dunne

(2020, August 23). “Learning pods” gaining steam but experts warn they could widen Connecticut’s achievement gap. Hartford Courant. https://libproxy.csun.edu/login?url=https://www-proquest-com.libproxy.csun.edu/newspapers/learning-pods-gaining-steam-experts-warn-they/docview/2436238842/se-2?accountid=7285

Boone

(2020, November 12). Idaho’s 2nd largest school district goes online-only, again. Associated Press. https://apnews.com/article/education-coronavirus-pandemic-idaho-boise-2613e906749302c163c7c9f3f7e10c5f

Boyd-Barrett

(2020, August 19). Pandemic pushes parents of kids with special needs to breaking point. Disability Scoop. https://www.disabilityscoop.com/2020/08/19/pandemic-pushes-parents-of-kids-with-special-needs-to-breaking-point/28760/

Brady

(2020). Idea # 5: Do Lunch. In Kluth

(Ed.), All In: 18 ways to create inclusive virtual classroom (pp. 33–35). Paula Kluth (Self-Published).

Brandenburg

Holmanb

Apkonc

Houtrowd

Rinaldie

Sholas

(2020). School reopening during COVID-19 pandemic: Considering students with disabilities. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 13(3), 425–431. https://doi.org/10.3233/PRM-200789

10.

Brown

(2020, October 25). When schools shut, these remote learners needed help: [National Desk]. New York Times. https://libproxy.csun.edu/login?url=https://www-proquest-com.libproxy.csun.edu/newspapers/when-schools-shut-these-remote-learners-needed/docview/2453937694/se-2?accountid=7285

11.

Brownell

McLeskey

Maheady

Billingsley

Lewis

(2018). High leverage practices for inclusive classrooms. In High leverage practices for inclusive classrooms. Taylor & Francis. https://doi.org/10.4324/9781315176093

12.

Bruce

S. M.

Luckner

J. L.

Ferrell

K. A.

(2018). Assessment of students with sensory disabilities: Evidence-based practices. Assessment for Effective Intervention, 43(2), 79–89. https://doi.org/10.1177/1534508417708311

13.

Buchinsky

Toews

Selin

Hanreddy

(2020). Idea #11: Invite participation. In Kluth

(Ed.), All In: 18 ways to create inclusive virtual classrooms (pp. 61–64). Paula Kluth (Self-Published).

14.

Carter

E. W.

Hughes

. (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research and Practice for Persons with Severe Disabilities, 31(2), 174–185. https://doi.org/10.1177/154079690603100209

15.

Chadwick

Beecham

Piroth

Bernard

Taylor

(2002). Respite care for children with severe intellectual disability and their families: Who needs it? Who receives it? Child and Adolescent Mental Health, 7(2), 66–72. https://doi.org/10.1111/1475-3588.00013

16.

Cosier

Causton-Theoharis

Theoharis

(2013). Does access matter? Time in general education and achievement for students with disabilities. Remedial and Special Education, 34(6), 323–332.

17.

Curtis

(2020, October 13). Isolated students may struggle to stay mentally healthy. Edutopia.org. https://www.edutopia.org/article/isolated-students-may-struggle-stay-mentally-healthy

18.

Denham

Lahm

. (2001). Using technology to construct alternate portfolios of students with moderate and severe disabilities. Teaching Exceptional Children, 33(5), 10–17. https://doi.org/10.1177/004005990103300502

19.

Etscheidt

S. K.

(2006). Progress monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children, 38(3), 56–60. https://doi.org/10.1177/004005990603800308

20.

Feldman

Carter

E. W.

Asmus

Brock

M. E.

(2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192–208. https://doi.org/10.1177/0014402915585481

21.

Frederick

J. K.

Raabe

G. R.

Rogers

V. R.

Pizzika

(2020). Advocacy, collaboration, and intervention: A model of distance special education support services amid COVID-19. Behavior Analysis Practice, 13, 748–756. https://doi.org/10.1007/s40617-020-00476-1

22.

Grindal

Schifter

L. A.

Schwartz

Hehir

(2019). Racial differences in special education identification and placement: Evidence across three states. Harvard Educational Review, 89(4), 525–553. https://doi.org/10.17763/1943-5045-89.4.525

23.

Grisham-Brown

J. L.

Pretti-Frontczak

K. L.

Hemmeter

M. L.

Ridgley

. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6(1), 18–27.

24.

Gross

Opalka

Gundapaneni

(2020). One step forward, one step back: Public health fears keep America’s school districts on a reopening treadmill. Center for Reinventing Public Education. https://www.crpe.org/sites/default/files/v3_rep_sample_brief_11.18.pdf

25.

Hall

Connolly

C. Ó.

Grádaigh

Burden

Kearney

Schuck

Bottema

Cazemier

Hustinx

Evens

Koenraad

Makridou

Kosmas

(2020). Education in precarious times: A comparative study across six countries to identify design priorities for mobile learning in a pandemic. Information and Learning Science, 121(5/6), 433–442. https://doi.org/10.1108/ILS-04-2020-0089

26.

Harry

(2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74(3), 372–388. https://doi.org/10.1177/001440290807400306

27.

Jameson

J. M.

Stegenga

S. M.

Ryan

Green

(2020). Free appropriate public education in the time of COVID-19. Rural Special Education Quarterly, 39(4), 181–192. https://doi.org/10.1177/8756870520959659

28.

Jansen

S. L. G.

van der Putten

A. J.

Post

W. J.

Vlaskamp

(2018). Do they agree? How parents and professionals perceive the support provided to persons with profound intellectual and multiple disabilities. Journal of Intellectual & Developmental Disability, 43(4), 441–452. https://doi.org/10.3109/13668250.2017.1287885

29.

Jansen

S. L. G.

van der Putten

A. J.

Vlaskamp

(2017). Parents’ experiences of collaborating with professionals in the support of their child with profound intellectual and multiple disabilities: A multiple case study. Journal of Intellectual Disabilities, 21(1), 53–67. https://doi.org/10.1177/1744629516641843

30.

Jeste

Hyde

Distefano

Halladay

Ray

Porath

Wilson

R. B.

Thurm

(2020). Changes in access to educational and healthcare services for individuals with intellectual and developmental disabilities during COVID-19 restrictions. Journal of Intellectual Disability Research, 64(11), 825–833. https://doi.org/10.1111/jir.12776

31.

Jimenez

B. A.

Kamei

(2015). Embedded instruction: An evaluation of evidence to inform inclusive practice. Inclusion, 3(3), 132–144. https://doi.org/10.1352/2326-6988-3.3.132

32.

Joseph

Kastein

Konrad

Chan

Peters

Ressa

. (2014). Collecting and documenting evidence. Intervention in School and Clinic, 50(2), 86–95. https://doi.org/10.1177/1053451214536043

33.

Kohli

Pizarro

Nevárez

(2017). The “new racism” of K–12 schools: Centering critical research on racism. Review of Research in Education, 41(1), 182–202. https://doi.org/10.3102/0091732x16686949

34.

Kurth

J. A.

Miller

A. L.

Toews

S. G.

(2020). Preparing for and implementing effective inclusive education with participation plans. Teaching Exceptional Children, 53(2), 140–149. https://doi.org/10.1177/0040059920927433

35.

Kurth

J. A.

Morningstar

M. E.

Kozleski

E. B.

(2015). The persistence of highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons With Severe Disabilities, 39(3), 227–239. https://doi.org/10.1177/1540796914555580

36.

Kurth

J. A.

Ruppar

A. L.

Toews

S. G.

McCabe

K. M.

McQueston

J. A.

Johnston

(2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research and Practice for Persons With Severe Disabilities, 44(1), 3–19. https://doi.org/10.1177/1540796918825479

37.

Kyzar

K. B.

Turnbull

A. P.

Summers

J. A.

Gómez

V. A.

(2012). The relationship of family support to family outcomes: A synthesis of key findings from research on severe disability. Research and Practice for Persons With Severe Disabilities, 37(1), 31–44. https://doi.org/10.2511/027494812800903247

38.

McDonnell

Johnson

J. W.

Polychronis

Riesen

Kercher

Jameson

(2006). Comparison of one-to-one embedded instruction in general education classes with small group instruction in special education classes. Education and Training in Developmental Disabilities, 41(2), 125–138.

39.

Mitchell

. (2008). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

40.

Morningstar

M. E.

Kurth

J. A.

Johnson

P. E.

(2016). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3–12. https://doi.org/10.1177/0741932516678327

41.

Nadworny

Kamenetz

(2020, March 23). Education department says disability laws shouldn’t get in the way of online learning. National Public Radio. https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning

42.

Neece

McIntyre

L. L.

Fenning

(2020). Examining the impact of COVID-19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64(10), 739–749. https://doi.org/10.1111/jir.12769

43.

Noguera

P. A.

Alicea

J. A.

(2020). Structural racism and the urban geography of education. Phi Delta Kappan, 102(3), 51–56. https://doi.org/10.1177/0031721720970703

44.

North

(2020, September 10). Remote school has kids isolated and stressed. Here’s how to help. Vox.com. https://www.vox.com/21429008/kids-covid-19-schools-students-remote-stress

45.

Novak

Thibodeau

(2016). UDL in the cloud. CAST Professional Publishing.

46.

Olivos

E. M.

Gallagher

R. J.

Aguilar

(2010). Fostering collaboration with culturally and linguistically diverse families of children with moderate to severe disabilities. Journal of Educational and Psychological Consultation, 20(1), 28–40. https://doi.org/10.1080/10474410903535372

47.

Ondrasek

(2020, September 28). Home-school partnerships key to supporting students with disabilities. Learning Policy Institute. https://learningpolicyinstitute.org/blog/covid-home-school-partnerships-key-supporting-students-disabilities

48.

Peterson

Scharber

Thuesen

Baskin

(2020). A rapid response to COVID-19: One district’s pivot from technology integration to distance learning. Information and Learning Science, 121(5/6), 461–469. https://doi.org/10.1108/ILS-04-2020-0131

49.

Ries

(2020). School-based physical therapy in the age of COVID-19. APTA Magazine, 12(8), 28–39.

50.

Ruppar

A. L.

Allcock

H. C.

Gonsier-Gerdin

(2017). Ecological factors affecting access to general education content and contexts for students with severe disabilities. Remedial and Special Education, 38(1), 53–63. https://doi.org/10.1177/0741932516646856

51.

Samuels

(2020, September 16). Fighting for fairness amid a pandemic. Education Week. https://www.edweek.org/ew/articles/2020/09/17/fighting-for-fairness-amid-a-pandemic.html

52.

Schuck

Lambert

(2020). Am I doing enough? Special educators’ experiences with emergency remote teaching. Education Sciences, 10(11), 320. https://dx-doi-org.web.bisu.edu.cn/10.3390/educsci10110320

53.

Singh

Thurman

(2019).). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.

54.

Stavridou

Stergiopoulou

Panagouli

Mesiris

Thirios

Mougiakos

Troupis

Psaltopoulou

Tsolia

Sergentanis

T. N.

Tsitsika

(2020). Psychosocial consequences of COVID-19 in children, adolescents and young adults: A systematic review. Psychiatry and Clinical Neurosciences, 74(11), 615–616. https://doi.org/10.1111/pcn.13134

55.

Stenhoff

Pennington

Tapp

(2020). Distance education support for students with autism spectrum disorder and complex needs during COVID-19 and school closures. Rural Special Education Quarterly, 39(4), 211–219. https://doi.org/10.1177/8756870520959658

56.

Strauss

(2020, July 15). Virtual education was “a disaster” for her son with Down syndrome. Here’s what students with disabilities really need. The Washington Post. https://www.washingtonpost.com/education/2020/07/15/virtual-education-was-disaster-my-son-with-down-syndrome-heres-what-students-with-disabilities-really-need/

57.

U.S. Department of Education. (2020, April 27). Secretary DeVos reiterates learning must continue for all students, declines to seek congressional waivers to FAPE, LRE requirements of IDEA. https://www.ed.gov/news/press-releases/secretary-devos-reiterates-learning-must-continue-all-students-declines-seek-congressional-waivers-fape-lre-requirements-idea?fbclid=IwAR1g2I4czL9vWwBCj1xIKBEKML0rpBysAXNSUYPJQsehBZTfTasOHbqcVDI

58.

White

S. W.

Scahill

Klin

Koenig

Volkmar

(2007). Educational placements and service use patterns of individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1403–1412. https://doi-org.libproxy.csun.edu/10.1007/s10803-006-0281-0

59.

Whitley

(2020, June 1). Coronavirus: Distance learning poses challenges for some families of children with disabilities. The Conversation. https://theconversation.com/coronavirus-distance-learning-poses-challenges-for-some-families-of-children-with-disabilities-136696

60.

World Bank. (2020). The COVID-19 pandemic: Shocks to education and policy responses. World Bank Group. https://openknowledge.worldbank.org/bitstream/handle/10986/33696/148198.pdf?sequence=4&isAllowed=y