A capability approach for online primary and secondary students with disabilities

A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed

Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice

Online learning in K-12 schools has experienced rapid growth in the past two decades, but this growth has not been shared by students with disabilities, specifically those who need speech and language therapy (SLP). Growth in the use of online speech therapy, referred to as telepractice, was stagnant by comparison to other forms of online education. Specific administrator characteristics, skills, and knowledge impact the successful implementation of technology innovations. The purpose of this research was to describe both special education administrators' self-described proficiency with the 21st-century technology required for telepractice implementation and their attitudes toward the innovation of online SLP telepractice and to determine if differences between administrators' abilities and views existed. Grounded in the theoretical construct of Rogers' Diffusion of Innovations theory which seeks to explain why some new ideas, objects, or technologies are adopted and some are not this research use a convergent parallel design, with data gathered via online surveys and personal interviews. Data analysis describes special education administrators' level of proficiency with the 21st-century technology required for telepractice implementation and their attitudes toward the innovation of online SLP telepractice. The results revealed patterns that may influence the rate at which the innovation of SLP telepractice is adopted. Special education administrators possess skill with much of the technology used in online SLP telepractice and their attitude toward telepractice is influence by their use of technology at school. School cultures that embrace technology are more likely to support novel uses of technology. However, a strong, clear association between administrator technology skill and other demographic variables was not evident. Overall, administrators' attitudes toward SLP telepractice are more positive than negative, but they are limited by an apparent lack of knowledge of the key components that contribute to a decision to adopt or not adopt the innovation. The key finding will be of value for school leaders seeking to influence adoption of SLP telepractice.Ed.D., Educational Leadership and Management -- Drexel University, 201

The Role of the School Psychologist in K-12 Online and Blended Learning Environments

With the appropriate preparation and training, school psychologists are uniquely suited to provide support within the K-12 online learning environment for students, teachers, administrators, and families. The preparation and training needs at the level of graduate training and professional development are highlighted. Specific emphasis is placed on the adaptation of the school psychologist’s functions in the areas of consultation, intervention, assessment, and counseling. Additionally, the development of better credentialing models for interstate service delivery and the need for empirical research related to school safety are discussed