Semester
Summer
Date of Graduation
2022
Document Type
Dissertation
Degree Type
EdD
College
College of Education and Human Services
Department
Special Education
Committee Chair
Colleen Wood-Fields
Committee Co-Chair
Kimberly Floyd
Committee Member
Alexandra Hollo
Committee Member
Melissa Sherfinski
Abstract
This qualitative study investigated facilitators and barriers to participation in online instruction for students in grades 9-12 with a high incidence disability from the perspective of the student and adult in the home (AIH). Three AIH-student dyads participated in questionnaires and an online interview. The interviews were recorded, transcribed verbatim, and then analyzed using the six phases described by Braun and Clarke (2006). Eight categories that aligned with barriers and facilitators to participation were identified: communication, instruction in the home, role of the AIH, attendance, grading, teacher provided student support, overall quality of online learning experience, and suggestions. Categories were organized and presented to address barriers and facilitators from both the student and AIH perspectives. The findings provided insight on the online learning experiences of students in grades 9-12 with a high incidence disability (specific learning disability and other health impairment) from the perspective of the AIH and student. Implications for online education in grades 9-12 and truancy are discussed.
Recommended Citation
Popielarcheck, Elizabeth A., "Choosing Not to Participate: Cyber Truancy and Special Education" (2022). Graduate Theses, Dissertations, and Problem Reports. 11421.
https://researchrepository.wvu.edu/etd/11421