Building Engagement with Distance Learning
DL #20: Online Inclusive Education: Guidelines and Considerations for Planning Virtual Lessons
Given the new reality for learning in public schools this year, planning for online instruction is essential. Planning for instruction is particularly challenging when also navigating how to maintain continuity within inclusive classrooms that shift from face-to-face classes to online learning. What principles of best-practice in face-to-face instruction transfer over to distance learning and what are the principles of best-practice for online instruction?
Keeping the big picture in mind when planning virtual lessons is key. The ultimate goal for instructional design is to plan interactions that are inclusive and accessible to all students. As many schools are using virtual learning options for all ages, older students are more likely to access the majority of their learning online. It is recommended that teachers in inclusive classrooms use UDL for planning and delivering lessons that consider multiple ways to present information to students, provide opportunities for active student response, and engage students in the virtual lesson (CAST, 2018).
Considerations for teachers when lesson planning
Suggestions to Enhance Inclusive Virtual Lessons
Presenting information to students
Providing opportunities for active student response
Engaging students in the virtual lesson
CAST. (2018). Universal Design for Learning Guidelines (version 2.2). Retrieved from https://udlguidelines.cast.org/
Free resources from CAST to help in remote learning
CAST webinar with three educators talking about remote learning
Distance Learning Series: DL #20, August, 2020
All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:
Wakeman, S., & Reyes, E. (2020). Online inclusive education: Guidelines and considerations for planning virtual lessons (DL #20). TIES Center.
TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert
The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina–Charlotte, and the University of North Carolina–Greensboro.
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