Challenges and Victories of Virtual Environments With Students With Disabilities

Abstract

The COVID-19 pandemic that began in 2020 altered the educational environment for everyone. Moving from an in-person environment to a virtual one can be highly problematic for individuals (specifically, students with disabilities) whose teachers most often use direct instruction strategies that require face-to-face interaction. This chapter will help the reader understand the variations of the characteristics of the different disability categories served under the Individuals with Disabilities Education Act (IDEA). This chapter will provide the readers with instructional strategies that effectively mitigate difficulties with instruction in a virtual environment. Additionally, this chapter will examine the challenges observed in students with disabilities that make accessing the virtual educational setting problematic. These areas include race, culture, disability, and low socioeconomic factors. Finally, this chapter will provide the reader with tips from teachers and students as they have struggled to navigate this new educational environment.

Increasing Teacher Retention and Supporting Students With Low-Incidence Disabilities Through University Partnership

“…Rural special education teachers have faced high attrition rates, partly because they feel unprepared to educate students with LID (O’Neill, 2018). Research confirms their lack of readiness, which leads to poor educational outcomes for these learners (Berry et al, 2011; Cavitt & Kovach, 2022; Collins, 2007; Ludlow et al, 2005).…”

“…Furthermore, researchers have separately called attention to rural special education (Berry, 2012; Berry et al, 2011; Cavitt & Kovach, 2022; Rude, 2005): (a) high attrition rates which affect the educational outcomes of students with LID (Billingsley & Bettini, 2019), (b) educational outcomes of students with LID (Capper, 1990; Collins & Ludlow, 2018; Ludlow et al, 2005; Rude, 2005), (c) the rural teacher shortage (Brownell et al, 2004; Oyen & Schweinle, 2020), and (d) the benefits of SUPs (Hoppey, 2016; Magiera & Geraci, 2014; Maheady et al, 2016; McCray et al, 2011; Mollenkopf, 2009; Price, 2005). However, researchers have not combined these areas of study.…”