Purpose: This study aimed to examine physical educators' attitudes toward teaching students with disabilities in general physical education after participating in a Paralympic School Day professional development program. Methods: Elementary through high school physical education teachers participated in a Paralympic School Day professional…

This article describes two practices employed to close the knowledge gap around accessibility at a postsecondary institution. Practice One integrated accessibility training within existing professional development requirements. Practice Two used a multi-session accessibility training addressing knowledge gaps identified by training registration…

Purpose: As many of the next generation leaders are currently on college campuses, endorsing green buildings can foster environmental stewardship among the student body. However, marshalling in the social sphere of sustainability is also critical to cultivate more supportive and inclusive communities. With this in mind, a chief component of the…

Introduction: This exploratory study examined how students with visual impairments navigate accessible Word and PDF documents. Methods: Using a combination of video observations and semi-structured interviews, data were collected on participants' expressed and observed interactions with accessible Word and PDF documents. Results: Using a technique…

The COVID-19 pandemic affected the ways in which school districts provide educational services to all students, especially students with disabilities. Eligible U.S. students with disabilities have a right to a free, appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA), and students with disabilities who…

Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies' flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight…

The perceptions and beliefs of 303 special education professionals toward currently available playgrounds in their school or community were examined. Survey respondents (a) indicated that their students with a disability could not fully participate in their school or community's playground offerings, (b) discussed the need for a peer buddy program…

In light of COVID-19, school divisions across the country closed their doors and shifted to remote instruction. In Virginia, little guidance was provided to assist educators and teacher educators with making this transition, particularly for students with individualized education programs (IEPs). In May of 2020, researchers surveyed Virginia…

Community college students vary greatly in their level of academic preparedness. Federal data indicates that 68 percent of community college students need to take at least one developmental education course (Jaggars & Stacey, 2014). Community colleges can support students' success by providing academic supports such as tutoring services for…

This white paper provides a snapshot of available policies and guidance related to online learning and students with disabilities from a small group of states that require online experience as part of high school graduation or report a higher number of online course enrollments. The Appendix allows for a quick scan of the following 12 elements…

Digital technologies allow people with disabilities to participate independently in society in ways they never could before. The full realization of these new opportunities remains elusive, though, because working professionals in the information and communication technology (ICT) field rarely receive adequate training in how to make digital ICT…

A building trades program at the Charlottesville-Albemarle Technical Education Center in Charlottesville, Virginia, teaches students to build universal design housing. Such homes are equipped to accommodate persons with special needs but are not inconvenient for someone without a disability. (JOW)

The report addresses issues of telecommunications access for hearing and speech impaired persons in Virginia. Six analyses were performed: (1) Accessibility of service organizations--over 89% of sample organizations were not accessible by a telecommunications device for the deaf and existing TDDs were underutilized; (2) Telephone use by persons…

Virginia college and university students (n=761) with disabilities were surveyed to determine their levels of satisfaction with accessibility, special services, and accommodations at their schools. Respondents generally expressed satisfaction with services, but the majority had encountered accessibility, attitudinal, and resource problems that…

Describes an inservice program developed in Virginia to enhance the knowledge of college faculty regarding the needs of students with disabilities. Discusses the characteristics of students with disabilities, legislative mandates to serve them, and ways of accommodating students with disabilities in the classroom. (MAB)