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All Means All: Inclusive Online Learning Opportunities Christine Fox, CITES Project Director at CAST Christine Fox directs the planning and implementation of Center on Inclusive Technology & Education (CITES) activities, including the evaluation and reporting, budgeting, and leveraging of internal and external partnerships. She is a lifelong learner and former classroom teacher with over 17 years experience in EdTech.  “We hear this regularly from students after they transfer to our school full time: ‘This was the first time I felt like I wasn’t stupid.’” — Former Director, Full-Time Programs at Virtual Learning Academy Charter School NH District leaders, the time is now to be “the one.” Be the champion to ensure ALL MEANS ALL when you are supporting equity in your school systems. Virtual and hybrid learning opportunities are now a regular part of traditional educational systems, whether for homework, in-school online learning, or learning off campus due to health considerations, inclement weather, or even construction. Effectively implementing inclusive technology practices to support students with disabilities within this context must be a priority. In fact, it is a civil right that students with disabilities can “acquire the same information, engage in the same interactions, and enjoy the same services” as students who do not have disabilities “in an equally integrated and equally effective manner, with substantially equivalent ease of use.” (Joint Letter U.S. Department of Justice and U.S. Department of Education, June 29, 2010). From identifying how students who require assistive technology (AT) to access instruction are supported, to determining what AT is available and which accessibility features are embedded in tools and software to make access seamless, school leaders must ensure the needs of all students are met. Launched in 2019, the Center on Inclusive Technology & Education Systems (CITES) is developing a framework of evidence-based practices to empower school districts to create and sustain inclusive technology systems that serve all students, including students with disabilities who require AT or accessible educational materials. Complementing this work, CITES launched its Virtual Learning Project, focused on promising practices related to educating and supporting students with disabilities and their families in virtual school programs, in 2021. This work focused on identifying what technologies are used, how the technologies are acquired and implemented, and how students who require AT to access instruction are supported. To identify best practices related to virtual education and students who use AT and require accommodations, CITES interviewed and conducted surveys with administrative staff from the five virtual schools listed below. eSchool Garnet Valley, Pennsylvania Mountain Heights Academy, Utah North Carolina Virtual Public School, North Carolina Virtual Learning Academy Charter School, New Hampshire Greater Commonwealth Virtual School, Massachusetts All five schools were established more than four years prior to the onset of the pandemic. In addition, the average percentage of students with disabilities attending these schools, as reported by the schools, is 15-27%. The national average for all public school students is 15%, based on National Center for Education Statistics data. Despite different models, virtual schools report similar resources, opportunities, and practices for their students with disabilities. Interested in digging into the various programs and models? Access the Virtual School Program Profiles document, which includes details for each program. One key finding of this work identified that virtual school programs must prioritize accessibility and ensure Information Technology (IT) structures enable students with disabilities to access courses and learning materials as soon as they become available to all students. When teams review and select devices for students, considerations regarding the abilities and disabilities of all students in the program should be evaluated. Following best practices for providing interoperable devices with AT and built-in accessibility features minimizes the need to provide alternative solutions for students with disabilities. “My favorite story is when a dad literally sat back and started crying and said, ‘I’ve had to fight for every little accommodation in every single setting for my son. This is the first time I’ve not had to fight.’” — DeLaina Tonks, Mountain Heights Academy Principal Key Takeaways Overall, students who use AT and require accessibility should never be waiting for someone to retrofit curriculum or troubleshoot digital tools so they can access learning. Students with disabilities have a right to accessible educational materials and AT from the start (Karger, 2021). Inclusive technology practices should simply be a part of school districts and virtual school program business models. So take the time, assess your district or school’s practices, and be “the one” to drive any change that might be needed to ensure ALL students are included from the moment learning launches in their courses. Listed below are highlights of specific takeaways from this research. Leaders  interested in a robust overview of this work and the full set of takeaways may access the CITES Virtual Learning Project Summary Document (coming soon). Accessibility and AT Considerations: Intentional attention by leadership and technology teams to select and implement platforms and products that have AT and accessibility features embedded is impactful. Curriculum Development Addresses Accessibility: Professional learning opportunities, offered to both general and special educators, are key to successful programs for students with disabilities and their families. Synchronous Opportunities Support Engagement: Virtual instruction with embedded requirements for synchronous or face-to-face meetings, intentional connections between teachers and students, and opportunities for connections among students are shown to support engagement and positive academic outcomes. Families and Building Communities: Communication with families should be consistent, and programs should provide a variety of options for families to connect. Virtual Learning Program Resources These documents provide details related to inclusive technology practices, including the specific needs of virtual learning programs to support students with disabilities based on the specific topic. Aligning IT, AT, & Accessibility for Virtual Learning Family Engagement in Virtual Learning IEP/504 Plans in Virtual Learning Leadership to Support Students with Disabilities in Virtual Learning Professional Learning to Support Students with Disabilities in Virtual Learning This content was developed under a grant from the U.S. Department of Education, #H327T180001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer: Anita Vermeer, M.Ed.

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