Adapting Face-to-Face Accommodations for K-12

Online Students with Learning Disabilities

Kathy B. Ewoldt and Joice M. Higa

ewoldtk@unlv.nevada.edu

University of Nevada Las Vegas

Abstract

Reading

Online education is becoming more prevalent for

students with disabilities. Effective
accommodations have been identified in face-toface environments. These accommodations can
be translated across instructional delivery
methods to online environments. This interactive
session will identify effective accommodations
and make recommendations for application in
online environments for K-12 students with
disabilities.

Read-aloud Access web-based textto-speech tools (e.g., Acapela, Prizmo,

Speak It!) or enable Speak feature in MS
Word 2010
Adjust material reading level Use text
summarization tool (e.g., Text
Compactor) or Google Advanced Search
to differentiate reading level
Highlight key ideas Use graphic
enhancement tools to screen shot and
mark up text (e.g., Skitch)
Annotate text Use web-based tools to
note key concepts on web resources
(e.g., Scrible)
Create vocabulary cards Provide
graphic anchor next to new vocabulary
words in posted text

Background
Online education at the K-12 level is a relatively
new phenomenon, which has seen tremendous
growth. Enrollment in statewide virtual schools
has grown by more than 200% (Watson, Murin,
Vashaw, Gemin, & Rapp, 2010; Watson, Pape,
Murin, Gemin, & Vashaw, 2014) and K-12 online
course availability has expanded from 27 states
and the District of Columbia to all 50 states and
the District of Columbia (Watson et al., 2010;
Watson et al., 2014).
Researchers have theorized several benefits of
K-12 online learning. Districts are able to expand
course offerings (Beck, Egalite, & Maranto, 2014),
provide access to specialty courses (Hashey &
Stahl, 2014; Thompson, Ferdig, & Black, 2012;
Vasquez & Slocum, 2012), reduce overall costs
(Smith & Meyen, 2003; Vasquez & Serriani,
2012), and offer credit retrieval courses
(Thompson, et.al., 2012; Vasquez & Serriani,
2012). Teachers are able to individualize
instruction (Beck et al., 2014; Vasquez & Serriani,
2012), to provide timely corrective feedback
(Allday & Allday, 2011), and to present content in
multiple ways (Hashey & Stahl, 2014). Students
have flexible pacing (Allday & Allday, 2011; Beck
et al., 2014; Thompson et al., 2012; Vasquez &
Serriani, 2012), increased opportunities to
respond (Allday & Allday, 2011), a flexible
schedule (Allday & Allday, 2011), greater control
over their learning (Beck et al., 2014), and
continuity of education despite health limitations
(Beck et al., 2014).

Written Expression

Provide copy of notes Provide

video transcript of presentations
(e.g., Dragon Dictate)
Create graphic organizer in lieu of
paragraph writing Use online
concept mapping tools (e.g.,
SpiderScribe, easel.ly)
Allow oral response or scribe
Record and submit audio memo
(e.g., Voice Memo in iPhone,
Dragon Dictate)
Provide editing and revising
checklist Provide technologydriven checklist (e.g., highlight initial
word in sentences to address
sentence variety, underline verbs,
Wordle, use text-to-speech)
Facilitate interactive peer editing
Create shared document (e.g.,
Google doc) and use track changes
feature to provide input

Math

Use graph paper Use

handwriting calculator tool (e.g.,
MyScript Calculator)
Use calculator or multiplication chart
Use manipulatives to
demonstrate concepts Use
virtual manipulative tool (e.g.,
Virtual Manipulatives!)
Read word problems out loud
Access web-based text-to-speech
tools (e.g., acapela-group.com,
Prizmo, Speak It!) or enable Speak
feature in MS Word 2010
Provide step-by-step prompts
Provide visual cue (e.g., Sticky
Notes floating window)
Provide additional modeling and
practice Use visual simulation
tools (e.g., Khan Academy)

Behavior

Remove unnecessary visual stimuli

Use text extraction tools (e.g.,
Textise)
Conduct frequent checks for
understanding Meet frequently
via web-based collaboration and
screen-sharing tools (e.g., Skype,
join.me)
Have student repeat directions
Record and submit audio memo
(e.g., Voice Memo in iPhone,
Dragon Dictate)
Use color-coded folders for
organization Use online
organizational tools (e.g., Todoist)
Post daily routine/checklist Use
task management tools (e.g.,
Asana, Sticky Notes floating
window)

higaj@unlv.nevada.edu
References
Allday, C. M., & Allday, R. A. (2012). Effects of
pacing options on final grades of students with
disabilities in virtual school. Quarterly Review of
Distance Education, 12, 223-243. Retrieved from
http://www.infoagepub.com/quarterly-review-ofdistance-education.html
Beck, D., Egalite, A., & Maranto, R. (2014). Why
they choose and how it goes: Comparing special
education and general education cyber student
perceptions. Computers & Education, 76, 70-79.
Retrieved from http://www.journals.elsevier.com/
computers-and-education
Hashey, A. I., & Stahl, S. (2014). Making online
learning accessible for students with disabilities.
Teaching Exceptional Children, 46(5), 70-78. doi:
10.11770040059914528329
Smith, S. J., & Meyen, E. L. (2003). Applications
of online instruction: An overview for teachers,
students with mild disabilities, and their parents.
Focus on Exceptional Children, 35(6), 1-15.
Thompson, L. A., Ferdig, R., & Black, E. (2012).
Online schools and children with special health
and educational needs: Comparison with
performance in traditional schools. Journal of
Medical Internet Research, 14, e62. doi: 10.2196/
jmir.1947
Vasquez, E., III, & Slocum, T. A. (2012).
Evaluation of synchronous online tutoring for
students at risk of reading failure. Exceptional
Children, 78, 221-235. Retrieved from http://
journals.cec.sped.org/ec/
Watson, J., Murin, A., Vashaw, L., Gemin, B., &
Rapp, C., (2010). Keeping pace with K-12 online
learning: An annual review of policy and practice.
Report of the Evergreen Education Group.
Retrieved from http://www.kpk12.com/
Watson, J., Pape, L., Murin, A., Gemin, G., &
Vashaw, L. (2014). Keeping pace with K-12 digital
learning: An annual review of policy and practice.
Report of the Evergreen Education Group.
Retrieved from http://www.kpk12.com/