A research-based conceptual framework for inclusive K-12 online, distance, and digital education

Abstract

AbstractK-12 students who were identified or at risk of being identified as having disabilities had been entering learning environments that were fully or partially online. The increase in participation of this population and the emergency circumstances during COVID-19 pandemic-related school building closures brought a need for research into what supports students in the full range of digital environments. The purpose of this article is to propose a research-based conceptual framework for Inclusive Online, Distance and Digital Education (IODDE) in K-12 settings. IODDE focuses on learners’ biopsychosocial needs alongside two major types of supports: policy supports, and direct learner supports. There are also two types of crucial access: digital access and instructional access. Ensuring learners’ success requires contexts where access and supports are in balance with learner needs.Keywords: Inclusive online educationsupporting students with disabilities onlineonline special educationdigital education for all Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary F. RiceMary Rice, PhD in Curriculum & Teaching, has taught children in grades 3-12, but mostly grades 7-9. Mary has developed a research and teaching focus on the design and doing of inclusive online, distance, and digital education and the shared roles and responsibilities that make these experiences educative.Kiernan CantergianiKiernan Cantergiani, MA in Instructional Technology, is a former middle school teacher and current doctoral student. Kiernan’s research focuses on adolescent literacy using digital storytelling.Danielle MaciasDanielle Macias, MA in Learning Design and Technology, has been in education for 10 years Danielle has served in several roles including high school English teacher, adult ESL teacher, state education officer, and Innovative Learning Coach.