In the Report on the Condition of Education (2021), the number of SWD served under the Individual with Disabilities Education Act (IDEA, 2004) has risen substantially over the last ten years, increasing from 6.5 million in 2009 to 7.3 million in 2019; with SWD representing 14% of the total public-school enrollment.
More importantly, the report clarified that in 2019-2020, the categories of exceptionalities were as follows: 33% of the students were categorized as having a specific learning disability, 19% were categorized as having a speech or language impairment, and 15% were categorized as presenting as other health impairment (2021). This trend data suggests that exceptional learners with more significant disabilities are choosing to enroll and participate in online learning environments, as compared to previous years, whereas the SWD who participated in online learning environments reflected very minimal special education services.
This educational phenomenon is impacting educational organizations globally, as educators across diverse educational settings struggle to provide SWD a free appropriate public education in the least restrictive environment, per the Individuals with Disabilities Education Act (IDEA, 2004).
With the recent paradigm shift in education, more awareness has been made of the lack of student achievement for SWD who participate in online learning environments.
There are minimal state guidance policies explicitly related to SWD participating in online learning environments. Currently, no federal education laws cite special education in online learning environments. The United States Department of Education, the Office of Special Education Programs issued a guidance document in August 2016, clarifying that state and local education agencies are responsible for IDEA in online learning environments.
The fact remains that this student population faces accessibility barriers in online learning environments. We must continue to promote awareness of the accessibility barriers that this student population continues to face when they choose to participate in online learning environments. We have an obligation to provide this population with free appropriate public education, in the least restrictive environment, to the greatest extent possible.
I recently retired from a public school district after twenty years, and while I support SWD in an adjunct position, I strongly feel the need to continue to advocate for this student population facing challenging barriers in online learning environments.
Educators must recognize that the field of education is changing, and we must be open to this change if we are to meet the individual educational needs of all students.
Disability is not an inability! All Students Matter.