Ensuring Access to Online Learning for All Students Through Universal Design for Learning

A high school social studies special education teacher serves students with high-incidence disabilities (HIDs), many of whom are below grade level in reading and written expression. Instruction, including readings and assignments, is delivered partially online via a learning management system. The teacher posts a list of directions, readings, and an assignment requiring a written response; the teacher also posts directions inconsistently and often without any specific scaffolds. For example, text-based directions might be posted in a different place or format each time and are often vague. Due to text-heavy content, which reduces accessibility, students often do not accurately read the material. The teacher is frustrated that students do not correctly complete the task of reading assigned news articles, then posting a written summary on a discussion board. The directions are unclear with no guidance for how to find or summarize articles. Students complain that feedback is not helpful, causing them to be unsure if they are completing the assignment correctly.