As technologies used with education continue to be developed at an incredible and accelerating pace, the opportunities for special needs students to receive a quality education increases. Online education offers new and improved education for students with a variety of disabilities and special needs, including lower costs, convenience and flexibility, and personal enhancement through technology knowledge and materials designed with specific special needs in mind.
One of the biggest advantages of online education for special needs students is the potential for lower costs. The newest models for delivery of online education are designed to improve access to education at a lower cost than traditional education, even at the best schools. However, a survey conducted in 2011 discovered that about 93% of online education programs offered by traditional schools cost equal to or above that of their traditional programs (Hill 96). Before there were new models of delivery for online education, these traditional schools had no incentive to charge less for online programs, but once the new models are adopted more universally, the marketplace will become more competitive and the costs will drop for students (Hill 96). Educator Phil Hill wants people to understand that not all types of online education are the same, in technology or costs (Hill 86). Although enthusiasm for online education makes it seem like it is all the same in costs and technology, there are multiple models that have different goals and features. In fact, online education technology is diversifying and advancing at an accelerated pace, enhancing the possibilities for which it can be used. With the new technology, costs of transportation and costs of materials such as textbooks can also be reduced since everything can be accessed online. However, before adopting online education, people responsible for its administration need to fully understand the models and how to use them in order to reap the greatest benefits from online education. A better understanding of the most appropriate models for special needs students can reduce costs for their education in terms of transportation, materials, and more.
The convenience and flexibility of online education is a very positive factor for special needs students. A big advantage for all students in distance education courses is that there is no need to travel to a classroom. This means that for students who have trouble with mobility, they do not need to make the difficult or even painful journey to a school. Another aspect of the flexibility and convenience is that there are options of pacing and learning. An innate factor of distance education is that students are separated from the source of information such as an instructor and the other learners. In addition, there are two types of distance education, Synchronous and Asynchronous (Pontes et al). In Synchronous distance education, a student follows the same pace of an instructor led course as other students, while in Asynchronous distance education, students follow a different pace or their own pace instead of one dictated by an instructor (Pontes et al.). Therefore, special needs students have the option of either Synchronous or Asynchronous online education and can select the one that best suits their needs. Through their research, Pontes et al. found that “Distance education is preferred by students who have a disability that limits their mobility . . . the offer of distance education classes and programs should make higher education more accessible to persons with disabilities and possibly increase enrollment and graduation rates for such students.” It is a very important factor in education that students should feel comfortable with the mode of education, and online education appears to fulfill that factor for special needs students.
Special needs students who receive education online also find personal enhancement through this type of schooling. According to researcher Kimberly Coy, there are many questions that parents and educators have concerning online schools concerning their ability and obligation to provide education to students with disabilities. There are some online schools that believe that traditional schools are the best place for students with disabilities (Titone). Coy believes that it is necessary for researchers to give students and teachers tools that allow for constructive and collaborative online learning. Online learning can allow students to work at their own specific level and pace. Coy says the tools are there, but are often neglected, including web chats, videos, microphones, cameras, and small-group breakout rooms (Titone). It is evident through the example that Titone gives in her article of a special needs student that online education can really improve the personal life and stress levels of special needs students; instead of falling behind other classmates, these students can find a way to catch up and actually enjoy school. According to Coy, all educators will have to use distance education at some time in their careers because that is how the educational world is developing, and she likes the idea of having good online public schools available for students and families (Titone). With today’s technology, not only can special needs students receive a customized high-quality education that helps them to keep up with their classmates, but also gives them experience with the technology that will assist them in advancing in higher education and in the workplace. This makes online education most likely to be the best option for special needs students to help them enjoy personal enhancement.
It is clear that for special needs students, online education is both an inevitable and desirable part of the future. Lower costs, flexibility and convenience, as well as personal enhancement make online education ideal in many ways. It is likely as technology progresses for educators, additional reasons and factors making online education a top choice for special needs students will be discovered and utilized, improving circumstances for instructors, students, and families alike.
Works Cited
Hill, Phil. Online Educational Delivery Models: A Descriptive View. Educause Review Online, 1 Nov. 2012. Web.
Pontes, Manuel, Hasit, Cindi, Pontes, Nancy, Lewis, Phillip, and Siefring, Karen. Variables Related to Undergraduate Students Preference for Distance Education Classes. Online Journal of Distance Learning Administration 8.2, Summer 2010. Web.
Titone, Julie. Research helps teachers improve online learning. Washington State University News Archive, 14 Dec. 2012. Web.
Phil Hill’s “Online Educational Delivery Models: A Descriptive View”
Passage Summary: (1. Online Education Consists of Multiple Educational Delivery Models, pp. 95-96):
Although media enthusiasm for online education makes it seem like it is all the same, there are multiple models that have different goals and features. In fact, online education technology is diversifying and advancing at an accelerated pace, enhancing the possibilities for which it can be used. However, before adopting online education, people responsible for its administration need to fully understand the models and how to use them in order to reap the greatest benefits from online education.
The newest models for delivery of online education are designed to improve access to education at a lower cost than traditional education, even at the best schools. However, a survey conducted in 2011 discovered that about 93% of online education programs offered by traditional schools cost equal to or above that of their traditional programs. Before there were new models of delivery for online education, these traditional schools had no incentive to charge less for online programs, but once the new models are adopted more universally, the marketplace will become more competitive and the costs will drop for students.
Quote:
“All too often, the public discussion has become stuck in a false dichotomy of traditional vs. online—a dichotomy that treats all online models as similar and that ignores blended or hybrid approaches” (Hill 86).
Pontes et al.’s “Variables Related to Undergraduate Students Preference for Distance Education Classes.”
Passage Summary:
According to Pontes et al., an innate factor of distance education is that students are separated from the source of information such as an instructor and the other learners. In addition, there are two types of distance education, Synchronous and Asynchronous (Pontes et al). In Synchronous distance education, a student follows the same pace of an instructor led course as other students, while in Asynchronous distance education, students follow a different pace or their own pace instead of one dictated by an instructor (Pontes et al.).
Students in distance education courses have a big advantage because they do not need to travel to a school. Online education means that students can do the coursework from their homes. Therefore, students who have physical disabilities that cause restricted mobility will probably prefer online education versus face-to-face course because it helps them overcome one of their limitations.
Quote:
“Distance education is preferred by students who have a disability that limits their mobility . . . the offer of distance education classes and programs should make higher education more accessible to persons with disabilities and possibly increase enrollment and graduation rates for such students” (Pontes et al.).
Julie Titone’s “Research helps teachers improve online learning.”
Passage Summary (paragraph 16-17):
According to researcher Kimberly Coy, there are many questions that parents and educators have concerning online schools concerning their ability and obligation to provide education to students with disabilities. There are some online schools that believe that traditional schools are the best place for students with disabilities (Titone).
Doctoral candidate Kimberly Coy believes that it is necessary for researchers to give students and teachers tools that allow for constructive and collaborative learning. This allows students to work at their own specific level and pace. Coy says the tools are there, but are often neglected, including web chats, videos, microphones, cameras, and small-group breakout rooms.
Quote (paragraph 23):
“Every teacher is going to have to teach online at one point or another; it’s just the way the world is . . . I like the idea of having high-quality public school options for families. And the better alternative education is, the better traditional education will be” (Titone
