Journal of the American Academy of Special Education Professionals, 2015
While the provision of a “free appropriate public education” (FAPE) has contributed significantly... more While the provision of a “free appropriate public education” (FAPE) has contributed significantly to the educational experiences of students with disabilities, little is known about how services are actually provided in an online learning setting. Thus, telephone and face-to-face interviews were conducted with state directors of special education from 16 states to explore their knowledge of and experiences with FAPE in online learning. After interviews were transcribed, researchers reviewed 15 transcripts to identify common experiences and issues. Preliminary findings indicate that additional guidance or information is needed about FAPE and how to provide related services in an online environment. FAPE and LRE in Online Learning: Special Education Directors’ Perspectives Prior to the 1970s, students with disabilities (SWDs) were at a disadvantage when it came to receiving a public education. For the most part, SWDs were often not educated in public schools, and those who were, did n...
Challenges and Opportunities for Transforming From STEM to STEAM Education, 2020
The purpose of this chapter is to describe and explain multiple methods of integrating STEAM into... more The purpose of this chapter is to describe and explain multiple methods of integrating STEAM into the curriculum for pre-service teachers. The chapter includes both stand-alone modular methods of integration and continuous integration methods that attempt to merge STEAM concepts throughout the curriculum. The advantages and disadvantages of each method are discussed, along with the challenges teachers faces as they attempt to integrate STEAM. Recommendations are made along with suggestions for the future direction of STEAM integration as the field becomes more transdisciplinary.
This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive... more This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive technology with the potential to significantly change special education practices. The article begins with a brief description of the development of AI. The authors recognize our assertions are subjective and require further research. Several references are not peer-reviewed because educational research takes years to conduct, analyze, and disseminate outcomes. In this manuscript, we discuss current software used for writing with students in special education and discuss similarities and differences with AI software. This discussion is followed by questions and examples related to implementation, ethical and policy considerations, and preservice special education teacher preparation. The article concludes with future considerations for how AI will impact the special education technology field.
Mobile technologies have shown great potential in various educational settings. Moreover, there i... more Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and ...
Purpose:Making policy makers, researcher, education leaders, and assessment developers aware that... more Purpose:Making policy makers, researcher, education leaders, and assessment developers aware that what matters in education assessment is a wicked problem that cannot be easily solved following traditional approaches.Design/Approach/Methods:Starting from the questions that what matters in education assessment, this article presented such questions as a wicked problem because there is no consensus, not right or wrong answer, and certain solutions may lead to side effects on students and society. Therefore, a new approach of ecology should be involved, and different education outcomes or intended qualities of learners are presented in complex relationships.Findings:Deciding what matters in education assessment is a wicked question. It is not a tame or technology problem and can be resolved by any conventional approaches. What is pivotal now is to decipher what matters in education and then what should be measured and ultimately how to measure. The ecology and collaborate approach deli...
Introduction T has been a dramatic increase and acceptance of online learning in the last decade.... more Introduction T has been a dramatic increase and acceptance of online learning in the last decade. In its various forms, online learning has begun to disrupt the status quo of K–12 education and, in turn, special education. The growing prevalence of K–12 online learning provides a grounded opportunity to reflect on traditions and redesign policies, systems, and practices. The Department of Education Office of Special Education recognized this need and in 2011 funded the Center on Online Learning and Students with Disabilities (COLSD), a partnership between the University of Kansas, CAST, and the National Association of State Directors of Special Education (NASDSE). The mission of COLSD was to identify trends, promising practices, and challenges in online learning for students with disabilities. To this end, COLSD has conducted numerous research projects and informational gathering activities. As has been documented in the COLSD publication, Equity Matters: Digital and Online Learning...
As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, per... more As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K–12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design ...
T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 1 , pp . 27 –3 4. C op yr ig ht 2 ... more T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 1 , pp . 27 –3 4. C op yr ig ht 2 01 4 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 45 42 76 2 Ms. Kendrick is a certified special education teacher in an underperforming high school. This year, the administration moved her from a self-contained classroom at the elementary school to the high school because her initial degree in economics provided enough credits for her to be considered highly qualified to teach secondary mathematics. She teaches three remedial math classes and spends an additional three periods each day in a resource room, working with students who are at risk or have already failed the district end-of-course science exam. Ms. Kendrick feels unprepared to help them succeed in science. She often has to use howjsay.com before she can even pronounce terms in their textbooks, and despite her best efforts, she rarely has time to connect with her students’ science teachers. Over the past few months, Ms. Kendrick noticed that her students struggle with two broad aspects of their science curriculum: inaccessible content and communicating understandings. For example, Tammy has a learning disability in reading. Her difficulties stem from the inaccessible nature of the content. Even though the school district has audio versions of the textbooks, Tammy struggles with the complex vocabulary and often cannot transfer what she learned (i.e., through listening to the text) to the problems that her teacher gives her to solve. Huan, a student with autism spectrum disorder, has a different problem. He excels with conceptual design problems related to physics and engineering but struggles to communicate effectively with peers and the teacher during group activities. As a result, his lab scores and group project grades are often low. Tammy and Huan have the potential to be successful in science. In fact, both are interested in careers related to science. Tammy would like to develop her own line of cosmetics, and Huan would like to work for an aerospace company. Unfortunately, both are disenfranchised with the content in their secondary science classes, and as a result, neither will have the grades or skills necessary to pursue career goals unless something changes. The next day, Ms. Kendrick walks into the resource room a few minutes after the bell because of an individualized education program meeting that ran late. As usual, the students are not doing their science work. Instead, they are playing games on their phones, which, according to school rules, are supposed to be put in their lockers at the beginning of the school day. Suddenly, Ms. Kendrick has an idea . . .
This article describes a framework for how to provide more accessible, relevant, and effective in... more This article describes a framework for how to provide more accessible, relevant, and effective instruction in science, technology, engineering, and mathematics (STEM) education to all students. The STEM FOR ALL initiative asserts that all students, including those with disabilities and other diverse learning needs, should be included in meaningful STEM education and develop expertise in STEM areas as well as 21st century skills associated with STEM learning. This framework is described through the lens of Bronfrenbrenner's (1977, 1994) ecological model, which provides a mechanism for understanding the interconnected and complex interactions that occur across multiple systems (e.g., policy makers, curriculum developers, teachers, and students) within the current STEM education infrastructures. Examples and lessons learned from the Furthering Urban STEM Innovation, Outreach, & New Research(UC|FUSION) research and outreach STEM center illustrate how the model is currently applied i...
Response to intervention (RtI) provides tiered levels of supports to all students and allows for ... more Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to effectively access and engage in instruction. Although these two frameworks are widely accepted as structures for supporting students with diverse learning needs, the relationship between them has not been adequately developed. This article describes how an ecological RtI framework that integrates scientifically based instructional strategies, proactive instructional design, and purposeful technology use can provide a more seamless support system for all students.
This article examined the performance of 57 students with learning disabilities (LD) from four mi... more This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students’ performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alterna...
Based on our experiences, we layout some specific considerations for the implementation of Univer... more Based on our experiences, we layout some specific considerations for the implementation of Universal Design of Learning (UDL) at the school, district, and state level. Similar to the framework itself, we approach systematic implementation from a position of thoughtful design and rapid iteration. The overall purpose of the paper is to provide foundational understanding and further transparency around the implementation of UDL.
Learning Disabilities: A Contemporary Journal, 2020
The COVID-19 pandemic initiated an unprecedented shift in special education practice from brick-a... more The COVID-19 pandemic initiated an unprecedented shift in special education practice from brick-and-mortar instruction to online learning This manuscript explores factors related to the shift and argues the COVID-19 disruption creates an opportunity for systemic educational reform The Universal Design for Learning framework is presented as a means to proactively anticipate learner variability while redesigning an education system to meet the diverse needs of students with learning disabilities Issues surrounding FAPE in online instruction, digital inequity, and socioeconomic status are addressed The article concludes with an example of how an online course, developed using the framework and supported with multiple technologies, can benefit students with learning disabilities (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Challenges and Opportunities for Transforming From STEM to STEAM Education
This chapter highlights some of the technological changes in society that have led to an increase... more This chapter highlights some of the technological changes in society that have led to an increased need to consider instructional and design challenges in implementing STEAM education. Specifically, the chapter discusses how challenges related to designing learning environments in STEAM education can be mediated through application of the Universal Design for Learning (UDL) framework. Consideration is given towards designing for flexible and useable STEAM learning spaces by thinking about and planning for learner variability as a key component towards designing inclusive, humanistic educational experiences. In addition, STEAM learning spaces are discussed in terms of catalyzing learner creativity, providing for individualizing instruction, and empowering 21st century learners to develop collaborative, problem-solving tools, and soft skills.
International Journal of Mobile Learning and Organisation
The Universal Design for Learning (UDL) framework addresses the diverse learning needs of student... more The Universal Design for Learning (UDL) framework addresses the diverse learning needs of students with disabilities (SWDs) in post-secondary STEM education. The authors argue that supporting executive function skills (EFs) and learning strategies for students with disabilities (SWDs) during their learning process is important to the persistence and success of SWDs in post-secondary STEM education. Reviewed research indicates that EF challenges in post-secondary STEM education are a critical area for SWDs. Understanding current studies on the effectiveness of providing research-based practices (i.e., EF coaching and e-mentoring) for SWDs in post-secondary education can support the success of SWDs in post-secondary STEM education and diversify STEM workforce. We highlight how emerging mobile platforms, integrated with research-based instructional practices, can support SWDs' success and persistence in post-secondary STEM education. The implications and limitations are discussed.
Journal of the American Academy of Special Education Professionals, 2015
While the provision of a “free appropriate public education” (FAPE) has contributed significantly... more While the provision of a “free appropriate public education” (FAPE) has contributed significantly to the educational experiences of students with disabilities, little is known about how services are actually provided in an online learning setting. Thus, telephone and face-to-face interviews were conducted with state directors of special education from 16 states to explore their knowledge of and experiences with FAPE in online learning. After interviews were transcribed, researchers reviewed 15 transcripts to identify common experiences and issues. Preliminary findings indicate that additional guidance or information is needed about FAPE and how to provide related services in an online environment. FAPE and LRE in Online Learning: Special Education Directors’ Perspectives Prior to the 1970s, students with disabilities (SWDs) were at a disadvantage when it came to receiving a public education. For the most part, SWDs were often not educated in public schools, and those who were, did n...
Challenges and Opportunities for Transforming From STEM to STEAM Education, 2020
The purpose of this chapter is to describe and explain multiple methods of integrating STEAM into... more The purpose of this chapter is to describe and explain multiple methods of integrating STEAM into the curriculum for pre-service teachers. The chapter includes both stand-alone modular methods of integration and continuous integration methods that attempt to merge STEAM concepts throughout the curriculum. The advantages and disadvantages of each method are discussed, along with the challenges teachers faces as they attempt to integrate STEAM. Recommendations are made along with suggestions for the future direction of STEAM integration as the field becomes more transdisciplinary.
This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive... more This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive technology with the potential to significantly change special education practices. The article begins with a brief description of the development of AI. The authors recognize our assertions are subjective and require further research. Several references are not peer-reviewed because educational research takes years to conduct, analyze, and disseminate outcomes. In this manuscript, we discuss current software used for writing with students in special education and discuss similarities and differences with AI software. This discussion is followed by questions and examples related to implementation, ethical and policy considerations, and preservice special education teacher preparation. The article concludes with future considerations for how AI will impact the special education technology field.
Mobile technologies have shown great potential in various educational settings. Moreover, there i... more Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and ...
Purpose:Making policy makers, researcher, education leaders, and assessment developers aware that... more Purpose:Making policy makers, researcher, education leaders, and assessment developers aware that what matters in education assessment is a wicked problem that cannot be easily solved following traditional approaches.Design/Approach/Methods:Starting from the questions that what matters in education assessment, this article presented such questions as a wicked problem because there is no consensus, not right or wrong answer, and certain solutions may lead to side effects on students and society. Therefore, a new approach of ecology should be involved, and different education outcomes or intended qualities of learners are presented in complex relationships.Findings:Deciding what matters in education assessment is a wicked question. It is not a tame or technology problem and can be resolved by any conventional approaches. What is pivotal now is to decipher what matters in education and then what should be measured and ultimately how to measure. The ecology and collaborate approach deli...
Introduction T has been a dramatic increase and acceptance of online learning in the last decade.... more Introduction T has been a dramatic increase and acceptance of online learning in the last decade. In its various forms, online learning has begun to disrupt the status quo of K–12 education and, in turn, special education. The growing prevalence of K–12 online learning provides a grounded opportunity to reflect on traditions and redesign policies, systems, and practices. The Department of Education Office of Special Education recognized this need and in 2011 funded the Center on Online Learning and Students with Disabilities (COLSD), a partnership between the University of Kansas, CAST, and the National Association of State Directors of Special Education (NASDSE). The mission of COLSD was to identify trends, promising practices, and challenges in online learning for students with disabilities. To this end, COLSD has conducted numerous research projects and informational gathering activities. As has been documented in the COLSD publication, Equity Matters: Digital and Online Learning...
As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, per... more As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K–12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design ...
T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 1 , pp . 27 –3 4. C op yr ig ht 2 ... more T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 1 , pp . 27 –3 4. C op yr ig ht 2 01 4 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 45 42 76 2 Ms. Kendrick is a certified special education teacher in an underperforming high school. This year, the administration moved her from a self-contained classroom at the elementary school to the high school because her initial degree in economics provided enough credits for her to be considered highly qualified to teach secondary mathematics. She teaches three remedial math classes and spends an additional three periods each day in a resource room, working with students who are at risk or have already failed the district end-of-course science exam. Ms. Kendrick feels unprepared to help them succeed in science. She often has to use howjsay.com before she can even pronounce terms in their textbooks, and despite her best efforts, she rarely has time to connect with her students’ science teachers. Over the past few months, Ms. Kendrick noticed that her students struggle with two broad aspects of their science curriculum: inaccessible content and communicating understandings. For example, Tammy has a learning disability in reading. Her difficulties stem from the inaccessible nature of the content. Even though the school district has audio versions of the textbooks, Tammy struggles with the complex vocabulary and often cannot transfer what she learned (i.e., through listening to the text) to the problems that her teacher gives her to solve. Huan, a student with autism spectrum disorder, has a different problem. He excels with conceptual design problems related to physics and engineering but struggles to communicate effectively with peers and the teacher during group activities. As a result, his lab scores and group project grades are often low. Tammy and Huan have the potential to be successful in science. In fact, both are interested in careers related to science. Tammy would like to develop her own line of cosmetics, and Huan would like to work for an aerospace company. Unfortunately, both are disenfranchised with the content in their secondary science classes, and as a result, neither will have the grades or skills necessary to pursue career goals unless something changes. The next day, Ms. Kendrick walks into the resource room a few minutes after the bell because of an individualized education program meeting that ran late. As usual, the students are not doing their science work. Instead, they are playing games on their phones, which, according to school rules, are supposed to be put in their lockers at the beginning of the school day. Suddenly, Ms. Kendrick has an idea . . .
This article describes a framework for how to provide more accessible, relevant, and effective in... more This article describes a framework for how to provide more accessible, relevant, and effective instruction in science, technology, engineering, and mathematics (STEM) education to all students. The STEM FOR ALL initiative asserts that all students, including those with disabilities and other diverse learning needs, should be included in meaningful STEM education and develop expertise in STEM areas as well as 21st century skills associated with STEM learning. This framework is described through the lens of Bronfrenbrenner's (1977, 1994) ecological model, which provides a mechanism for understanding the interconnected and complex interactions that occur across multiple systems (e.g., policy makers, curriculum developers, teachers, and students) within the current STEM education infrastructures. Examples and lessons learned from the Furthering Urban STEM Innovation, Outreach, & New Research(UC|FUSION) research and outreach STEM center illustrate how the model is currently applied i...
Response to intervention (RtI) provides tiered levels of supports to all students and allows for ... more Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to effectively access and engage in instruction. Although these two frameworks are widely accepted as structures for supporting students with diverse learning needs, the relationship between them has not been adequately developed. This article describes how an ecological RtI framework that integrates scientifically based instructional strategies, proactive instructional design, and purposeful technology use can provide a more seamless support system for all students.
This article examined the performance of 57 students with learning disabilities (LD) from four mi... more This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students’ performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alterna...
Based on our experiences, we layout some specific considerations for the implementation of Univer... more Based on our experiences, we layout some specific considerations for the implementation of Universal Design of Learning (UDL) at the school, district, and state level. Similar to the framework itself, we approach systematic implementation from a position of thoughtful design and rapid iteration. The overall purpose of the paper is to provide foundational understanding and further transparency around the implementation of UDL.
Learning Disabilities: A Contemporary Journal, 2020
The COVID-19 pandemic initiated an unprecedented shift in special education practice from brick-a... more The COVID-19 pandemic initiated an unprecedented shift in special education practice from brick-and-mortar instruction to online learning This manuscript explores factors related to the shift and argues the COVID-19 disruption creates an opportunity for systemic educational reform The Universal Design for Learning framework is presented as a means to proactively anticipate learner variability while redesigning an education system to meet the diverse needs of students with learning disabilities Issues surrounding FAPE in online instruction, digital inequity, and socioeconomic status are addressed The article concludes with an example of how an online course, developed using the framework and supported with multiple technologies, can benefit students with learning disabilities (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Challenges and Opportunities for Transforming From STEM to STEAM Education
This chapter highlights some of the technological changes in society that have led to an increase... more This chapter highlights some of the technological changes in society that have led to an increased need to consider instructional and design challenges in implementing STEAM education. Specifically, the chapter discusses how challenges related to designing learning environments in STEAM education can be mediated through application of the Universal Design for Learning (UDL) framework. Consideration is given towards designing for flexible and useable STEAM learning spaces by thinking about and planning for learner variability as a key component towards designing inclusive, humanistic educational experiences. In addition, STEAM learning spaces are discussed in terms of catalyzing learner creativity, providing for individualizing instruction, and empowering 21st century learners to develop collaborative, problem-solving tools, and soft skills.
International Journal of Mobile Learning and Organisation
The Universal Design for Learning (UDL) framework addresses the diverse learning needs of student... more The Universal Design for Learning (UDL) framework addresses the diverse learning needs of students with disabilities (SWDs) in post-secondary STEM education. The authors argue that supporting executive function skills (EFs) and learning strategies for students with disabilities (SWDs) during their learning process is important to the persistence and success of SWDs in post-secondary STEM education. Reviewed research indicates that EF challenges in post-secondary STEM education are a critical area for SWDs. Understanding current studies on the effectiveness of providing research-based practices (i.e., EF coaching and e-mentoring) for SWDs in post-secondary education can support the success of SWDs in post-secondary STEM education and diversify STEM workforce. We highlight how emerging mobile platforms, integrated with research-based instructional practices, can support SWDs' success and persistence in post-secondary STEM education. The implications and limitations are discussed.
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Papers by James Basham