Creating Expert Learners in Remote Classrooms

Abstract

Remote classrooms have become increasingly prevalent and may continue to be utilized widely in the future. It is imperative to explore how to best meet the needs of students with disabilities, particularly those with executive functioning (EF) needs. EF is a guideline in the universal design for learning (UDL) principle of action and expression and can be addressed in the other two principles: representation and engagement. Traditionally, individualized education programs (IEPs) are written with the assumption that students will be attending school in person, and accommodations may not easily translate to remote environments. There is the added challenge of supporting students with EF needs through cognitive flexibility, working memory, and inhibitory control while learning remotely. These needs cannot always be addressed using traditional face-to-face strategies because of the nature of the remote setting. However, there are tools and supports that can address students' needs.