Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic

Ji Young Kim, Daniel M. Fienup

Research output: Contribution to journalArticlepeer-review

34 Scopus citations

Abstract

During the COVID-19 pandemic, there were alarming reports of children missing out on online special educational activities due to a lack of access to those resources. We evaluated a simple online intervention using a concurrent multiple baseline design for three second-grade students with disabilities who unreliably accessed the remote curriculum. The dependent variable was the number of daily assignments completed. During baseline, the teacher provided students and parents with educational activities via Google Classroom, and the teacher contacted parents when a student missed educational activities. For intervention, the teacher implemented a task analysis that listed five daily assignments. Students earned preferred rewards contingent on completing all activities. Results showed that the intervention was effective in increasing engagement in online learning.

Original languageEnglish (US)
Pages (from-to)213-221
Number of pages9
JournalJournal of Special Education
Volume55
Issue number4
DOIs
StatePublished - Feb 2022

All Science Journal Classification (ASJC) codes

  • Education
  • Rehabilitation

Fingerprint

Dive into the research topics of 'Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic'. Together they form a unique fingerprint.

Cite this