利用技术在同步在线学习环境中提供响应机会

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-12-10 DOI:10.1177/10534512221140508

S. Cook, Gena Nelson, Natanya Friedheim, Byron C. Bass, Geena Colburn, Misty Figueira-Savella, Gabby Halaby, Nancy Hoadley, Lauryn Rohde

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引用次数: 0

摘要

K-12年级学生（包括残疾学生）在线课程入学人数的增加，要求教师考虑如何提供有效的在线教学。尽管学校可以为学生提供完全在线的课程，但教师在支持残疾学生实现（a）在线课程的学习目标和（b）个性化教育计划（IEP）中概述的个人需求方面发挥着重要作用。由于残疾学生通常需要有针对性的教学来满足他们的学术和行为需求，教师应考虑整合小组同步教学，以补充完全在线的课程。本文为教师提供了如何选择适当的在线工具和技术的指导，以增加在显性教学的主要组成部分（即建模、指导和独立实践）中做出回应的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Using Technology to Provide Opportunities to Respond in Synchronous Online Learning Environments

The increase in enrollment in online programs for Grades K–12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools may offer students a fully online curriculum, teachers serve an essential role in supporting students with disabilities in meeting (a) learning goals of the online curriculum and (b) individual needs as outlined in the Individualized Education Program (IEP). Because students with disabilities often need targeted instruction to meet their academic and behavioral needs, teachers should consider integrating small group synchronous instruction to supplement fully online curricula. This article provides teachers with guidance on how to select appropriate online tools and technology to increase opportunities to respond throughout the main components of explicit instruction (i.e., modeling, guided, and independent practice).

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.