Abstracts
Abstract
During the COVID-19 pandemic, online learning became the predominant mode of learning for 33 to 54% of students in Canada’s three largest school boards. As inclusive practices continue to grow and online learning is now part of the Ontario curriculum, educators need guidance on how to support K-12 students with diverse learning needs in online and inclusive classrooms. This case study attends to the voice of elementary and high-school students, with and without disabilities who shared their experiences of online learning during the pandemic. It explored the impacts of integrating multiple methods of instruction, assessment, and technology to accommodate diverse learning needs. Results indicated that limited opportunity for connections and lack of structure and guidance were key factors that impacted the students’ motivation and ability to learn in the online environment, and age was a determining factor in technology use preferences.
Keywords:
- Diverse Learning Needs,
- University Design for Learning,
- Online Learning
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Appendices
Biographical notes
Diane Montgomery is a Ph.D. scholar and sessional instructor at the University of Prince Edward Island. Diane’s research interests focus on inclusive education, assessments for learning, educational technology, and teacher education. Diane has taught students with diverse learning needs specializing in the areas of executive functioning and cognitive-skills training.
Dr. Kathy Snow is a former K-12 educator and school leader of educational technology. Now a professor at the University of Prince Edward Island, Kathy’s research centres on access to education by focusing on systemic bias in formalized educational settings.