Module 10: Accountability for Special Needs Learners in the Online Classroom

A system must have many accommodations for the special needs learner in a
classroom. An online classroom is no exception. All modifications must be
individualized and appropriate to the learner’s needs based on their IEP’s and educational
goals. A student will still have to comply with the expectations of the state guidelines or
standards, but must be modified to better suit their specialized needs for instruction.
GAVS has many resources to accommodate the special needs learner, all of which
will allow any student that enrolls in their program to achieve success despite learning
deficiencies or hindrances. One such resource is the Special Needs Department that is
accessible to instructors, students, and parents. This administrative department
coordinates the 504 plans, IEP’s, and any other learning plan that a student may need for
the instructors to plan their course accommodations. This department communicates with
the school that they are associated with, parents if home-schooled, and the state in which
the student resides to provide modifications based on their disability for the state
standards that they must attain for course completion. Once this has been established, the
instructor will communicate with the student and discuss the modifications that will be
used in the course. Mr. Averett makes sure that the lines of communication are always
open with all participants in his Latin 1-B class, especially those that are identified as
having accommodations for learning. Initial contact to the student identified as special
needs will be to help explain the navigation of the course, and then continued emails,
phone calls, dictated feedback will be provided throughout the course to gauge the
necessity for continued support of the material that is required for the course.
Brightspace, the LMS that is used by GAVS, is a very intuitive learning system
and is designed with all students in mind for ease of use. For example, at the top of every
instructional page of the LMS, there is an icon that will allow students with reading
difficulties to have the page read to them. This will assist those that have decidedly
limited abilities in reading text on grade level to be afforded an even playing field, so to
speak. For those that demonstrate visual deficiencies, the font on every page can be
enlarged and adjusted for reading ease. One adaptation for those that have auditory
challenges, especially in a language class such as Latin 1-B, is that the assessments will
ask questions that do not have to be “heard” to translate. This will allow students to still
demonstrate knowledge of the language, without having to listen to dialogue to translate.
Mr. Averett remarked that luckily Latin is a dead language, and as such, you do not have
to hear it, you only have to know how the vowel is used in the words for translation. For
discussions and scheduled Class Chats, Averett provides handouts and instructions
through the LMS so students do not have to listen for instructive purposes.
One special needs student that is often overlooked is the student that exhibits
behavioral difficulties. Many of these students are unable to function in a brick and
mortar school, and the online learning forum is an avenue that they can function in to
complete necessary learning for graduation requirements. Everything from providing
extra time on assessments, streamlining assignments to meet those with short attention
spans and hyperactivity, and monitored discussions for appropriateness with digital
etiquette, all helps students to know what success is when attending school.
Through all of accessibility issues, Mr. Averett strives to provide all instruction to
a student regardless of abilities. He emphasizes that despite limitations, students still
have to adhere to state standards and guidelines for the course, and rigor cannot be
eliminated due to the aforementioned limitations. Many times when a course is
streamlined for the special needs learner, there is a chance that a standard could be
compromised and abbreviated to assist the learner. GAVS maintains that adaptations can
occur without this transgression, it is the responsibility of the instructor, and Georgia
Virtual School to plan, execute, and deliver a class instructional plan which provides all
necessary classroom material in a manner that is level across the board for all students.