National Association of State Directors of Special Education

While research has been conducted on parental involvement in K-12 online learning, none of this research relates specifically to the parents of students with disabilities. Thus, researchers developed a survey around the following constructs: parental roles, instruction and assessment, communication and support from the school, and parental challenges. Researchers then distributed the survey to parents who had a child with a disability enrolled in an online setting. This article describes the survey findings based on 119 qualified responses from across the United States. In general, parents were pleased with the outcomes that their children were experiencing in online learning, but some issues still exist for educating students with disabilities within this environment. Online learning has many faces including fully online schools and a variety of blended options. As described in Keeping Pace with K-12 Online and Blended Learning (2013), fully online schools are those in which students are enrolled primarily or completely in an online school. Fully online can be charter or non-charter district schools. A second type of online learning is blended learning. In a blended learning environment, students attend a physical sit