Sage Journals: Discover world-class research

Abstract

Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.

Keywords

disorders/disabilities culture/cultural nontraditional school/classroom families/parent(s)involvement

Get full access to this article

View all access options for this article.

References

Achilles

G. M.

McLaughlin

M. J.

Croninger

R. G.

(2007). Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS National Dataset. Journal of Emotional and Behavioral Disorders, 15(1), 33–45. https://doi.org/10.1177/10634266070150010401

Allen

K. A.

Ryan

Gray

D. L.

McInerney

D. M.

Waters

(2014). Social media use and social connectedness in adolescents: The positives and the potential pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/edp.2014.2

Archambault

Diamond

Brown

Cavanaugh

Coffey

Foures-Aalbu

Richardson

Zygouris-Coe

(2010). Research committee issues brief: An exploration of at-risk learners and online education. International Association for K-12 Online Learning. http://www.aurora-institute.org/wp-content/uploads/iNACOL_an-exploration-of-at-risk.pdf

Barbour

M. K.

Archambault

DiPietro

(2013). K-12 online distance education: Issues and frameworks. American Journal of Distance Education, 27(1), 1–3. https://doi.org/10.19173/irrodl.v20i2.4237

Borup

(2016). Teacher perceptions of parental engagement at a cyber high school. Journal of Research on Technology in Education, 48, 67–83. https://doi.org/10.1080/15391523.2016.1146560

Borup

Stevens

Hasler Waters

(2015). Student and parent perceptions of parental engagement at an online charter high school. Online Learning, 19(5). https://olj.onlinelearningconsortium.org/index.php/olj/article/view/699

Center on PBIS. (2020). Creating a PBIS behavior teaching matrix for remote instruction. University of Oregon. www.pbis.org

Center on PBIS. (n.d.). Defining “engagement” within MTSS. https://www.pbis.org/pbis/what-is-pbis

Cook

B. G.

Tankersley

Cook

Landrum

(2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44, 69–75. https://doi.org/10.1177/1053451208321452

10.

Coy

Marino

M. T.

Serianni

(2014). Using universal design for learning in synchronous online instruction. Journal of Special Education Technology, 29(1), 63–74. https://doi.org/10.1177/016264341402900105

11.

Crouse

Rice

Mellard

(2018). Learning to serve students with disabilities online: Teacher’s perspectives. Journal of Online Learning, 4(2), 123–145.

12.

Cumming

T. M.

(2013). Mobile learning as a tool for students with emotional and behavioral disorders: Combining evidence-based practice with new technology. Beyond Behavior, 23(1), 23–29. https://doi.org/10.1177/107429561302300104

13.

Cumming

T. M.

Marsh

R. J.

Higgins

(2018). School connectedness for students with disabilities: From theory to evidence-based practice. Routledge.

14.

Farley

Torres

Wailehua

Cook

(2012). Evidence-based practices for students with emotional and behavioral disorders: Improving academic achievement. Beyond Behavior, 21(2), 37–43.

15.

Frew

L. A.

Zhou

Duran

Kwok

O.-M.

Benz

M. R.

(2013). Effect of school-initiated parent outreach activities on parent involvement in school events. Journal of Disability Policy Studies, 24(1), 27–35. https://doi.org/10.1177/1044207311427163

16.

Gage

Larson

Sugai

Chafouleas

(2016). Student perceptions of school climate as predictors of office referrals. American Educational Research Journal, 53(3), 492–515. https://doi.org/10.3102/0002831216637349

17.

Goldman

S. E.

Burke

M. M.

(2017). The effectiveness of interventions to increase parent involvement in special education: A systematic literature review and meta-analysis. Exceptionality, 25(2), 97–115. https://doi.org/10.1080/09362835.2016.1196444

18.

Gonzales

S. M.

Gable

S. L.

(2017). Exploring involvement expectations for culturally and linguistically diverse parents: What we need to know in teacher education. International Journal of Multicultural Education, 19, 61–81. https://doi.org/10.18251/ijme.v19i2.1376.

19.

Henderson

A. T.

Mapp

K. L.

(2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.

20.

Hirsch

S. E.

Bruhn

A. L.

McDaniel

Mathews

H. M.

(2022). A survey of educators serving students with emotional behavior disorders during the COVID-19 pandemic. Behavioral Disorders, 47(2), 95–107. https://doi.org/10.1177/01987429211016780

21.

Hirsch

S. E.

McDaniel

S. C.

La Salle

Walker

A. C.

(2021). Instructional management for students with emotional and behavior disorders in remote learning environments. Intervention in School and Clinic, 57(2), 78–86. https://doi.org/10.1177/10534512211001825

22.

Hoover-Dempsey

K. V.

Walker

J. M. T.

Sandler

H. M.

Whetsel

Green

C. L.

Wilkins

A. S.

Closson

(2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194

23.

Jeynes

W. H.

(2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269. https://doi.org/10.1177/0042085905274540

24.

Kauffman

J. M.

Hallahan

D. P.

Pullen

P. C.

Badar

(2018). Special education: What it is and why we need it. Routledge.

25.

Kern

(2015). Addressing the needs of students with social, emotional, and behavioral problems: Reflections and visions. Remedial and Special Education, 36(1), 24–27. https://doi.org/10.1177/0741932514554104

26.

Lesh

J. J.

(2020). Navigating two pandemics: Racism and inequity and COVID-19: Thoughts from a former special education teacher. TEACHING Exceptional Children, 53(1), 7–9. https://doi.org/10.1177/0040059920948424

27.

Litke

(1998). Virtual schooling at the middle grades: A case study résumé. The Journal of Distance Education, 13(2), 33–50. http://www.ijede.ca/index.php/jde/article/view/145/386

28.

Marsh

R. J.

(2018). Building school connectedness for students with emotional and behavioral disorders. Intervention in School and Clinic, 54, 67–74. https://doi.org/10.1177/1053451218765219

29.

Milner

R. H.

(2010). Culturally relevant pedagogy in a diverse urban classroom. The Urban Review, 43, 66–89. https://doi.org/10.1007/s11256-009-0143-0

30.

Morgan

J. J.

Higgins

Miller

Pierce

T. B.

Boone

Tandy

(2016). Teaching online social skills to students with emotional and behavioral disorders. Journal of Special Education Technology, 31(2), 109–120. https://doi.org/10.1177/0162643416651725

31.

Rhodes

C. M.

Schmidt

S. W.

(2018, November). Culturally responsive teaching in the online classroom. eLearn Magazine. https://elearnmag.acm.org/archive.cfm?aid=3274756

32.

Smith

S. J.

Burdette

P. J.

Cheatham

G. A.

Harvey

S. P.

(2016). Parental role and support for online learning of students with disabilities: A paradigm shift. Journal of Special Education Leadership, 29(2), 101–112.

33.

Vasquez

Straub

(2012). Online instruction for K–12 special education: A review of the empirical literature. The Journal of Special Education, 27(3), 31–40. https://doi.org/10.1177/016264341202700303

34.

Waters

L. H.

Leong

(2014). Who is teaching? New roles for teachers and parents in cyber charter schools. Journal of Technology and Teacher Education, 22(1), 33–56.

35.

Watson

Murin

Vashaw

Gemin

Rapp

(2011). Keeping pace with K-12 online learning: An annual review of policy and practice. Evergreen Group.

36.

Zhang

Hsu

H.-Y.

Kwok

Benz

Bowman-Perrott

(2011). The impact of basic-level parent engagements on student achievement: Patterns associated with race/ethnicity and socioeconomic status (SES). Journal of Disability Policy Studies, 22(1), 28–39. https://doi.org/10.1177/1044207310394447

Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders

Abstract

Keywords

Get full access to this article

References