The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School

x CHAPTER 1 – Introduction. 1 Overview of Virtual Schools.1 Data About Virtual Schools . 2 Description of Virtual Education . 4 Special Education in Virtual Schools . 8 Implementation of IDEA. 8 Statement of Purpose . 11 Central Research Questions . 11 Significance of Study . 11 Definition of Terms . 12 Conceptual Framework . 13 Sets A & B.14 Intersection 1.15 Summary . 15 CHAPTER 2 – Review of the Literature.17 Defining Virtual Education . 17 Defining Virtual k-12 Schools . 18 Response to Virtual k-12 Schools in Available Literature . 21 Teachers in Virtual k-12 Schools . 23 Parents and Families in Virtual k-12 Schools . 25 Students in Virtual k-12 Schools . 27 Student Achievement in Virtual k-12 schools.27 vi Virtual k-12 Student-centered Research.30 Special Education in Virtual k-12 Schools . 31 Students in Virtual Special Education.31 Parents and Families in Virtual Special Education.34 Pilot Study with Parents of Students with Disabilities in a Virtual k-12 School.37 Teachers in Virtual Special Education.38 Accessibility in Virtual Schools.39 Flexibility/Personalization.43 IDEA Compliance in Virtual Schools.45 Compliance Issues Related to Parent Participation.48 Compliance Issues Related to Students’ Access to FAPE.49 Compliance Issues Related to Child Find and Evaluative Processes.51 Compliance Issues Related to the Provision of Least Restricted Environment.52 Summary . 53 CHAPTER 3 – Methodology . 55 Research Questions . 55 Design of the Study . 55 Site of the Study . 57 Student Demographic Information.58 Role of the Researcher . 58 Participant Recruitment and Selection . 59 Data Collection . 60 Interviews.61 Documents.63 vii Participant Observation.64 Data Analysis Strategies . 64 Data Triangulation.66 Outline of Research Procedures . 67 Summary . 68 CHAPTER 4 – Results . 69 Special Education Enrollment Data . 69 Faculty and Staff Demographics . 70 Special Education Department . 71 School, Division and Department Leadership.72 Special Education Programming.73 Inclusive Model.74 Self-contained Model.81 Descriptions of Unique Special Education Processes.82 Intake.83 Child Find.84 Evaluation.86 IEP Processes.86 IEP Development.86 IEP Development in the Inclusive Program.87 IEP Development in the Self-contained Program.89 IEP Meetings.90 LRE Determinations.91 Themes . 92 viii Theme 1: A Lack of Appropriate Programming and Support Options for Students with Disabilities Currently Exists.92 Accommodations and Modifications in the Inclusive Model Need to be Better Individualized and Implemented.93 The Implementation of Special Education Services and Supports is Designed Around the Current Capacity of the School Rather Than the Needs of the Students Who Attend.94 Theme 2: Learning Coaches Are Expected to Take On a Large Portion of Responsibility in the Academic Experience of Their Student with a Disability.95 Theme 3: Distinct Challenges and Advantages Exist to the Virtual Environment.97 Teachers Are Not Physically Present to Monitor Student Learning.97 The Only Flexibility That Exists is in Daily Scheduling.98 Virtual Learning Works for Some Students, but Not for Others.100 There is Abundant Data at Teachers’ Fingertips.101 Theme 4: Regardless of Any Measured Challenges, Many Parents and Teachers Are Happier with the Virtual Environment Than They Were in Brick-and-mortar Schools.101 Communication and Relationships Between Home and School are Generally Better in Virtual School.102 Parents Know that Their Children are Safe.103 Faculty and Staff Morale is High.103 Summary . 103 CHAPTER 5 – Discussion . 106 Overview of the Study . 106 Roles of Teachers at AVS . 107 ix Roles of Parents at AVS . 109 Flexibility and Personalization . 110 Implementation of the Components of IDEA in the Virtual Environment . 111 Free and Appropriate Public Education.