Virtual Inclusion: Supporting Exceptional Students' Participation in Remote Learning Environments

• In Event: Enacting Equity-Focused, Student-Centered Pedagogy in Virtual Learning Environments

Abstract

Objectives. This study investigated remote learning practices at a K-5 full-inclusion public charter school integrating students with and without special needs and English learners from socio-economically diverse backgrounds. We examined how the inclusive climate and practices of the school were continued under emergency remote learning to make learning maximally accessible for students.
Theoretical framework. Our study is informed by Universal Design for Learning (UDL), an educational framework guiding the development of adaptable learning environments meant to accommodate learner differences. Using a UDL lens allows us to examine how teachers embed multiple ways for students to learn and connect, mitigate barriers, and invite participation through engaging content.
Methods and data sources. A case study design was used to explore how teachers and students engaged in remote learning. A constant comparative method integrating content analysis was used to analyze remote learning practices. Primary data sources included transcriptions of teacher and family interviews conducted before and after the school’s physical closure.
Findings
Practice: Engage all school staff to maintain an inclusive and caring school community
Key to maintaining an inclusive and caring school community was the provision of regular, diverse, opportunities for students, parents, teachers, and staff to connect virtually. Teachers supported this through synchronous Morning Meetings that offered a predictable routine for students to engage with their classmates. Asynchronous Social Skills activities led by paraprofessionals – integral to the operation of the school’s full-inclusion model – allowed students to connect with support staff. Synchronous Coffee Chats with the Principal and school meet-ups engaged parents and supported the school community.
Practice: Address engagement barriers by allowing the provision of social support to families
Remote learning places increased demands on families to manage, support, and cultivate student learning - a daunting challenge amplified by widespread illness, economic instability, work obligations, wide-ranging student needs, and limited technology access. It became imperative that the school adapt practices that supported parents in their new role. Teachers and paraprofessionals reached out to families using telephone house calls to offer support and address barriers to engagement, including ongoing technical support. Additional prep-time and training allowed teachers to collaborate with parents to adapt the remote learning experience to meet individual family needs.
Practice: Prioritize essential learning goals and monitor student progress to support, not evaluate
Prioritizing learning goals in remote learning environments required the reconsideration of traditional content standards. Teachers prioritized manageable curricular areas, content, and skills that were essential to success in the next grade, documented student progress through formative rather than summative assessment and avoided a punitive formal grading process.
Significance. Students most likely to face significant barriers to engaging in meaningful learning through remote formats include young learners, students with learning challenges and special needs, students who are linguistically and culturally diverse, and students living in poverty. By centering the needs of these learners in the adaptation of remote learning practices, this study aims to support educators as they make design and curricular choices to maximize value and engagement for all students participating in remote learning environments.

Authors

• Yenda Prado, University of California - Irvine

• Jessica Tunney, University of California - Irvine

• Tamara Powell Tate, University of California - Irvine