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Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic
The Journal of Special Education ( IF 1.968 ) Pub Date : 2021-03-06 , DOI: 10.1177/0022466921998067
Ji Young Kim 1 , Daniel M. Fienup 1
Affiliation  

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 across 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.



中文翻译:

在COVID-19大流行期间,使残障学生获得更多在线学习机会

在COVID-19大流行期间,有令人震惊的报道,由于缺少这些资源,儿童错过了在线特殊教育活动。我们对三个不可靠地访问远程课程的二年级残疾学生,使用并发的多个基线设计,评估了一种简单的在线干预措施。因变量是完成的每日任务数量。在基准期间,老师通过Google课堂为学生和父母提供了教育活动,当学生错过教育活动时,老师与父母取得了联系。为了进行干预,老师实施了一项任务分析,列出了五个日常任务。学生将根据完成所有活动而获得优先奖励。

更新日期:2021-03-07
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