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Cyber Schools and Special Needs: Making the Connection

Cyber Schools and Special Needs: Making the Connection

Shellie Hipsky, Lindsay Adams
Copyright: © 2008 |Pages: 12
ISBN13: 9781599049229|ISBN10: 1599049228|ISBN13 Softcover: 9781616926762|EISBN13: 9781599049250
DOI: 10.4018/978-1-59904-922-9.ch013
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MLA

Hipsky, Shellie, and Lindsay Adams. "Cyber Schools and Special Needs: Making the Connection." Adapting Information and Communication Technologies for Effective Education, edited by Lawrence A. Tomei, IGI Global, 2008, pp. 168-179. https://doi.org/10.4018/978-1-59904-922-9.ch013

APA

Hipsky, S. & Adams, L. (2008). Cyber Schools and Special Needs: Making the Connection. In L. Tomei (Ed.), Adapting Information and Communication Technologies for Effective Education (pp. 168-179). IGI Global. https://doi.org/10.4018/978-1-59904-922-9.ch013

Chicago

Hipsky, Shellie, and Lindsay Adams. "Cyber Schools and Special Needs: Making the Connection." In Adapting Information and Communication Technologies for Effective Education, edited by Lawrence A. Tomei, 168-179. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-922-9.ch013

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Abstract

Cyber schools for K-12 students are growing in number. It is vital that appropriate strategies are devised to meet the needs of students with exceptionalities. The PA Cyber Charter School serves 468 students who have Individualized Education Plans. Parent surveys were thematically analyzed and revealed six predominant themes including: communication, interests, focus, less-stigma from the special education label, education differences in comparison to other methods, and cyber school shortcomings. The study also utilized the action research model to determine and present the techniques and strategies that are working in the PA Cyber Charter School for their students with special needs. Teacher-tested documents included in the appendix were based on the study, and a model for special needs strategies in the cyber learning environment has been established through this article.

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