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ERIC Number: EJ1118423
Record Type: Journal
Publication Date: 2016-Sep
Pages: 12
Abstractor: ERIC
ISSN: ISSN-1525-1810
Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift
Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.
Journal of Special Education Leadership, v29 n2 p101-112 Sep 2016
This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students' households takes on added responsibilities for the child with disabilities to participate in schooling. In particular, parents take on the role of teacher. On the basis of this new teacher role comes a greater need for increased parent-teacher communication regarding their children's learning as well as greater parent time commitments. In addition, parents discussed several barriers to their ability to participate in their children's fully online learning experience. Implications of this study point to ways in which school administrators and online learning vendors can better support both parents and students with disabilities: clarify parent and teacher roles; understand the essential attributes needed for success in a fully online environment; realize the demands placed upon parents and their children with disabilities, including the need for frequent home-school communication; and require training to ensure that parents have skills needed to participate in their children's education via this online medium.
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H327U110011