TIES Building Engagement with Distance Learning Series

Description

Building Engagement with Distance Learning provides a framework for supporting all students, including those with significant cognitive disabilities, to actively:

• interact with others;
• engage with classmates;
• learn grade-level general education curriculum and other essential skills; and
• participate in routines and transitions.

Think about distance learning for students with disabilities as happening in phases. TheFirst Phasefocused on getting something going for students, even if it was not perfect. TheSecond Phaseis thinking more holistically about the students, how to embed learning opportunities in their home environments, moving forward with greater collaboration with team members, including parents and siblings, and using online tools to provide greater access and engagement. TheThird Phase,which we are now entering,is when programs integrate the principles of quality inclusive practices and effective instruction into distance learning. And theFourth Phaseinvolves both considering strategies to support hybrid learning as well as ensuring that the knowledge, skills, and collaboration that were gained during distance learning transfer back into the classroom.

Details

Date

March 2021
In publication since February 2021

Type

Brief 

Contact

Jennifer E Sommerness jsomm@umn.edu

Kristin K Liu PhD kline010@umn.edu or +1 612-626-9061

Publisher

TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities

Collaborators

University of North Carolina Charlotte

CAST

Products

• TIES Building Engagement with Distance Learning Series: An Example of UDL and Online Collaboration (DL #30)
• TIES Building Engagement with Distance Learning Series: DL #29: Collaboration in the Trenches: Lessons Learned about Inclusive Technology During COVID
• TIES Building Engagement with Distance Learning Series: DL #28: Not letting LRE Slide: Ensuring inclusive education during COVID