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Abstract

Online course enrollment for K-12 students has increased dramatically since the early 2000s. This has resulted in promising opportunities for students with disabilities but also requires careful consideration of accessibility in course design and instructional delivery. This mixed-methods study investigated how stakeholder feedback influences the design of blended courses at North Carolina Virtual Public School (NCVPS), a graduation pathway for students with disabilities requiring significant support. Data was collected through surveys of NCVPS online teachers and co-teachers, analysis of course history documents, and the NCVPS student registration system. Findings revealed that educators often modify course templates to accommodate diverse learning needs, prioritizing content readability and clarity. Specific challenges included content complexity, navigation issues, and the need for additional accessibility features such as read-aloud functionality. This study highlights the crucial role of stakeholder collaboration in promoting inclusive course design. Recommendations emphasize incorporating diverse perspectives, providing robust accessibility features, and offering professional development on accessible online instruction to ensure equitable learning experiences for all stakeholders.

Plain Language Summary

This research is about making online classes better for students with disabilities at the North Carolina Virtual Public School (NCVPS). Many students are taking online classes, which is a good opportunity for students with disabilities. However, online classes need to be designed carefully to make sure everyone can use them. NCVPS offers classes where students do some of their work online and some of their work in a regular classroom with a teacher. This research found that teachers are making changes to online materials so that students with disabilities can use them. For instance, they are adding pictures and making the text easier to read. However, there are still some challenges, like using the online platform, which can be hard to navigate. Some students also need someone to read the text out loud to them, but this Is not always available. The researchers suggest that NCVPS should make online materials easier to read and understand and make it easier to use the online platform. They also suggest adding more features, such as "read aloud," and getting feedback from students with disabilities and their families to learn how to make online classes better. This research is important because it shows how to make online classes better for all students. When online classes are accessible, students with disabilities have the same opportunities to learn as other students.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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