This article discusses how three low-tech instructional strategies, typically used in face-to-face teaching, can be successfully used in synchronous and asynchronous online instruction with students with high-incidence disabilities and their typical-learning peers in inclusive online classes. The three strategies are choral responding, response cards, and guided notes. Each strategy has been researched extensively and has been shown to result in high levels of active student responding, which improves students’ learning with and without disabilities across various academic subjects and grade levels. With high-tech tools, such as video conferencing platforms and learning management systems, educators can successfully use these strategies during online teaching. This article describes each strategy, presents research on its effectiveness, and suggests potential adaptations when used during inclusive online instruction, including students with high-incidence disabilities and those at-risk.

本文讨论了三种通常用于面对面教学的低技术教学策略如何成功地用于与高发生率残疾学生及其典型学习同伴在全纳在线课程中的同步和异步在线教学。这三种策略是合唱响应、响应卡和指导笔记。每种策略都经过了广泛的研究，并已被证明可以提高学生的积极响应水平，从而改善学生在各种学术科目和年级水平上的学习，无论是否有残疾。借助视频会议平台和学习管理系统等高科技工具，教育工作者可以在在线教学中成功使用这些策略。本文介绍了每种策略，介绍了对其有效性的研究，