I Want No Reds: Online Special Educators as Sponsors of Self-Regulation for Students With Disabilities

• In Event: Online Teaching and Learning SIG Paper Session 1

Abstract

Students with disabilities represent increasing numbers of students in educational settings that are non-traditional, including online learning. Students with disabilities struggle even more to complete and pass their online courses.Some researchers have suggested increasing student self-regulation and metacognitive skills would lead to more desirable completion outcomes. The purpose of this qualitative study was to explore and uncover strategies enacted by teachers of students with disabilities to help students engage in self regulation during online coursework. Findings are presented around a major tension where teachers want students to self-regulate, but are largely unsuccessful at precipitating this and instead engage in strategies that are mostly counterproductive.

Authors

• Richard Allen Carter, The University of Kansas

• Mary F. Rice, The University of Kansas

• Majed Alsalem, King Saud University