Using Universal Design for Learning in Synchronous Online Instruction

Kimberly Coy, Matthew T. Marino, Barbara Serianni

Research output: Contribution to journalArticlepeer-review

26 Scopus citations

Abstract

Evidence suggests that students with disabilities increasingly choose to participate in online courses at higher rates then other student populations. Research examining factors that influence the success of these students is inconclusive. This article addresses a national need for additional research by identifying challenges faced by special education teachers and students with learning disabilities in online environments; describing extant literature related to online learning and students with disabilities; and summarizing findings from a recent study that examined Universal Design for Learning (UDL) during synchronous lessons. The article concludes with interviews with leaders in virtual schools who bring to light the challenges and concerns facing the industry. Implications for professional development activities also are discussed.

Original languageEnglish
Pages (from-to)63-74
Number of pages12
JournalJournal of Special Education Technology
Volume29
Issue number1
DOIs
StatePublished - Mar 1 2014

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