Logging In to Press On: An Examination of High School Dropout and Completion Among Students With Disabilities in Online Courses

Sublett, Cameron; Chang, Yi-Chun

doi:10.1177/0162643418795841

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…None of the meta-analyses on the effectiveness of distance education include findings on students with special educational needs (SEN). Some recent evidence suggests that online courses may decrease the likelihood of drop-out among US high-school students with disabilities (Sublett and Chang, 2019). In a review of the literature on online instruction for special education at the primary and second level, Vasquez and Straub (2012) identify only six empirical studies that explore this question.…”

Section: Effectiveness Of Distance Educationmentioning

confidence: 99%

Learning for all? Second-level education in Ireland during COVID-19

Mohan¹,

McCoy²,

Carroll³

et al. 2020

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The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland. The Institute was founded in 1960 by a group of senior civil servants led by Dr T. K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research. The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices. The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicate research findings at regular conferences and seminars. The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

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Section: Effectiveness Of Distance Educationmentioning

confidence: 99%

Learning for all? Second-level education in Ireland during COVID-19

Mohan¹,

McCoy²,

Carroll³

et al. 2020

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“…Some evidence also suggests that differences in instructional modalities may be less salient for adult learners than for youth (Bernard et al, 2004). Unlike adult education, primary and secondary school education tends to involve more hands-on, collaborative, and interactive learning activities (Kumi-Yeboah et al, 2018;Sublett, & Chang 2019), which are difficult to implement in remote learning contexts.…”

Section: Advanced Placement Coursesmentioning

confidence: 99%

Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers

Ober

Carter

Coggins

et al. 2022

Computers in the Schools

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“…The coming years need to be filled with remediation and high-quality instruction to help these vulnerable and underserved students make needed gains. That being said, despite numerous obstacles, positive learning in the online environment is possible (Fitzgerald et al, 2012; Morgan et al, 2016; Straub & Vasquez, 2015; Sublett & Chang, 2019).…”

mentioning

confidence: 99%

That Really Escalated Quickly—Online Learning Moves Into the Mainstream: Introduction to the Special Issue

Kennedy

Boyle

2021

J Spec Educ Technol

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Early in 2020, it became clear the COVID-19 pandemic was on its way toward disrupting the status quo in education in a substantial manner. As schools reacted by moving teaching and learning online, teachers, staff, parents, students, and other stakeholders were thrust into a world of learning previously discussed in this journal, but unknown to most in the field of special education. In this introduction to the special issue on online learning, we highlight key themes across the six articles, as well as lay out a vision for additional research and development that is required in our field.

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Logging In to Press On: An Examination of High School Dropout and Completion Among Students With Disabilities in Online Courses

Cited by 7 publications

References 24 publications

Learning for all? Second-level education in Ireland during COVID-19

Learning for all? Second-level education in Ireland during COVID-19

Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers

That Really Escalated Quickly—Online Learning Moves Into the Mainstream: Introduction to the Special Issue

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