Teaching & Learning Online:
Strategies for Supporting Students with ID
By: Maria Paiewonsky, Ed.D. and Lori Cooney, M.Ed.
Jumping in Feet First
Right now, due to COVID-19 educators have no choice but to adapt face-to-face support practices to an online environment. While this may seem like an overwhelming and arduous task, it can be a rewarding experience and eliminate barriers for students with ID. Benefits to online teaching include academic access, differentiated instruction, universal design for learning, assessments, synchronous/asynchronous learning.
It is important to remember that inclusive postsecondary education is based on a supported education model. Program staff are already accustomed to using these practices to support college students with intellectual and developmental disabilities. Now we need to apply the ones we can to distance education.
Supported Education Practices
Supported education promotes wrap-around services to address three basic challenges:
Access
Retention
Outcomes
Helping students learn the ropes of college - who to know, where to go, and what to do. Here we support students to access classes and learn to use the technology needed to succeed.
Once enrolled in classes, the focus turns to helping students become familiar with supports they can use to succeed: course & campus supports, academic tutoring, peer mentoring & counseling, and social activities.
To help students get to the finish line, we help them plan a course of study, access career development activities, including internships and employment and tap into ongoing support.
How does remote learning change supported education practices?
Without access to in-person classes, academic and social supports, and peer interactions, it may seem impossible to support students. But do not give up. Returning to the principles of supported education, it is possible to reimagine college participation, including course completion, when you think about individual student plans that take into account access, retention, and outcomes.
Access
Retention
Outcomes
Do students have the technology to access their classes from home? And if so, what is their familiarity with learning management systems like Blackboard, Plato, Schoology, etc. Do they have access to web conference tools like Zoom and do they know how to utilize them?
What structures do students have in place to participate in online class? Do they know what classes are synchronous and which ones, if any, are asynchronous? Can a support person be added to the class if necessary?
What ongoing supports do students have to engage and complete the class? Is either in-home family support or e-support a possibility and if so, how will that be arranged? What kind of communication system is in place between the student, support person and coordinator?
Student Examples in Progress
Examples shared by Jason Wheeler, university program coordinator.
Using the principles of supported education, see how this program coordinator developed a plan with students to prepare for online learning.
Example 1:
Paco
4th semester student
Course: Music and Culture
Paco
4th semester student
Course: Music and Culture
Access
Technology: Chromebook. Organized tabs for access to Blackboard, Zoom.
Preprogrammed email to get cc’d on instructions from instructor.
Will need tutorial on Zoom (posted by IT Services at University).
Retention
Engagement: Will need support to follow class schedule (e.g., logging on when instructor starts synchronous classes.
Outcomes
Support: Next step is determining if it is possible for educational coach to be added to class to support Paco?
Example 2: Aurush
2nd semester student
Course: Comic Books in America
2nd semester student
Course: Comic Books in America
Access
Technology: All set. Aware that he visited campus to use a computer to access Friday class which was online.
Previously demonstrated ease using Blackboard. Does he need support to complete tutorial on Zoom?
Retention
Engagement: Communicated that he understands course schedule. Independently attended classes on campus during school vacation.
Outcomes
Support: Next step: Will confirm with transition teacher that school coach could check in by phone.
Example 3: Jackie
2nd semester student
Course: Boating Basics
2nd semester student
Course: Boating Basics
Access
Technology: Has computer at home. Instructor posted several demonstration videos.
Jackie very motivated by class.
Some familiarity with Blackboard. Students needed to complete online boating safety certificate first half of class.
Retention
Engagement: Very engaged in class before going remote. Eager to complete course.
Outcomes
Support: Will need light touch support to stay engaged.
Next step: Ask peer mentor to stay in touch via phone or Zoom 1x/week.
Below are some UDL tools that can be used to support students with ID in online classes:
Zoom is a video conferencing software that is widely used in business and education. During the COVID-19 pandemic, all educators & students can get a free Zoom account.
Getting Started
Simple language on how to download Zoom software on computers and mobile devices.
Join a Meeting
Simple instructions for how students can join a meeting using a computer or mobile device.
Link to an easy-to-read guide to Zoom for students by The Techie Teacher.
Zoom Settings to Prevent Zoom-Bombing
Use this screen recording app to create instructional videos for your students. The program can be easily added as an extension to Google Chrome. Get it at the play store here. Free version allows for 50 videos per month and up to 10 minutes per video.
Rewordify- reading comprehension
Powerful web-based program that improves reading, comprehension and vocabulary with multiple activities. Access printed instructions through this link.
Use PlayPosit to embed questions (e.g., multiple choice, open response, reflective), note taking, maps, discussions, polls, interactive hotspots and more into videos making the experience interactive and engaging. Take a look at some of the features highlighted in videos on this page https://api.playposit.com/learn/player/#interaction-sets
A free flashcard builder that is fully accessible for students of all ages. Search through existing Quizlets or create your own Quizlet set to help students learn.
A universally designed web-based program for individualized or group instruction for conversations around media. VoiceThread is accessible with automatic closed-captioning and the program works on all devices. Students can respond in multiple ways (i.e., text, audio, video). Take a look at the videos on this page - https://voicethread.com/products/highered.
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