E-Learning, according to Keeler, Richter, Anderson-Shea, Horney, and Ditson (Cavanaugh & Blomeyer, 2007)), is pervasive in the educational arena in the United States. However, Keeler et al., (Cavanaugh & Blomeyer, 2007), insisted there is no equality in the online teaching of learners who are exceptional or have special needs. Exceptional needs learners include learners who have limitations, be they sensory, cognitive, or physical; learners who are not proficient in the English language, known as English Language Learners (ELL); and learners who are intellectually above the norm, according to Keeler et al. (Cavanaugh & Blomeyer, 2007).
Many different connotations attach themselves to the term, exceptional learners. According to the Americans with Disabilities Act (ADA), an exceptional learner is defined by the United States Department of Justice as "a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all of the impairments that are covered" (Americans with Disabilities Act, 2011). There is no mention of ELL or gifted or talents learners, although both designations are covered in text books. However, Keeler et al. (Cavanaugh & Blomeyer, 2007) agreed attention should be given to these two categories, also.
A theory for the teaching of learners with limitations that adapts to developmental design of of teaching courses is Universal Design Learning (UDL). Kumar (2011) wrote she changed her way of approaching the teaching of diverse learners by using this theory. UDL considers the neurological development of the brain, revealing strengths and weaknesses of learning abilities. The acceptance of each learner's abilities will provide every learner with the proper education, according to those abilities. This action places equality in education in the classroom or wherever a learner matriculates. Kumar (2011) asserted UDL aided in the change of her focus from teaching the course to the focus of teaching the learners.
In 2011, one method Kumer incorporated into her teaching was presenting learners with a choice of opportunities when displaying acquired knowledge. One choice concerns an oral presentation versus a poster presentation, allowing for the alleviation of anxiety for her students. Being able to choose how to present the assignment allows students to follow the course planning, yet remain in their own comfort zone. (Kumar, 2011). Kumar (2011) believed UDL helped her build a stronger rapport with students. Keeler et al. (Cavanaugh & Blomeyer, 2007), agreed UDL is an appropriate approach to teaching exceptional learners online, using flexibility in designing courses.
Keeler et al. (Cavanaugh & Blomeyer, 2007) asserted the online learning process needed two components for success: it must be accessible and it must be supportive. The National Center for Accessible Media (NCAM) developed a standard known as Access for All in 2005, availing improved online learning for exceptional learners posited Keeler et al. (Cavanaugh & Blomeyer, 2007). Publishers providing text books for online learning must meet all guidelines and federal government standards as recorded in Keeler et al. (Cavanaugh & Blomeyer, 2007).
Support of exceptional students is a priority for everyone concerned in the online endeavor of teaching and learning. Courses developed solely for maximizing the learning experience developed from three operational tools, found in Keeler et al. (Cavanaugh & Blomeyer, 2007). Those tools include, "Web Accessibility in Mind: Provides 'knowledge, technical skills, tools, organizational leadership strategies, and vision' for organizations creating accessible content; DO-IT: Disabilities, Opportunities, Internet use, and Technology: Incites students with disabilities to excel by promoting 'the use of computer and networking technologies to increase independence, productivity, and participation in education and employment;' Challenges and Solutions by Disability Type: Provides a listing of challenges and solutions by disability type including blindness, color blindness, low vision, deafness, motor disabilities, and cognitive disabilities" (Table 8.2, p. 131).
Two classes of students who fall under the umbrella of exceptional students all but ignored in Keeler et al. (Cavanaugh & Blomeyer, 2007) are ELLs and gifted and talented students. These exceptional learners need recognition and acknowledgment and courses designed to accommodate their abilities. ELLs often are regulated to exceptional needs classes where the focus of attention does nothing for their needs. Gollnick and Chinn (2009) asserted ELL students need to become proficient in their own language. Once students achieve proficiency in their language, English becomes easier for them to grasp. The ELL students need inclusion in specifically designed courses for their abilities, as do the gifted and talented students (Gollnick & Chinn, 2009). However, too often, according to Gollnick and Chinn (2009), appearance and labeling lower the chances of children from lower income brackets and non-English speakers for consideration for gifted and talented programs. Many teachers, some without recognizing what is happening, label students before giving them a chance to show their developmental level and abilities, which may lead to a self-fulfilling prophecy, with children reacting to the teachers' interactions and perform accordingly (Gollnick & Chinn, 2009).
Many excellent programs exist for implementation in the arena of exceptional learners, according to Keeler et al. (Cavanaugh & Blomeyer, 2007), who stress the importance of teachers and program developers being supportive of exceptional learners. Structure is included in the supportive area, and students needing individualized help benefit from learning strategies already placed in motion (Keeler et al. in Cavanaugh & Blomeyer, 2007).
Social Studies
Social studies warrants reimplementation, and should be a requirement for high school graduates. In 1994, The National Council for the Social Studies (NCSS) Social studies defined social studies as "the study of the social sciences and humanities to provide civic compliance" (Doering, Hughes, & Scharber in Cavanaugh & Blomeyer, 2007, p. 91). The potential for teaching social studies is not prevalent in United States education today because the focus is on mathematics, science, reading, and writing for standardized testing (Gollnick & Chinn, 2009). Social studies course curriculum is available for adoption, but some teachers adapt the curriculum for their own needs, wrote Doering et al. (Cavanaugh & Blomeyer, 2007). Doering et al. (Cavanaugh & Blomeyer, 2007) asserted the demand for the teaching and learning of social students is underrated and underutilized. The aforementioned authors asserted there is a needed change in this venue.
Many websites have sponsors for social study issues such as The National Geographic Society, the John F. Kennedy Center for the Performing Arts, and the National Council on Economic Education. Each of these websites provides enhanced courses for a social studies curriculum, elucidated Doering, et al. (Cavanaugh & Blomeyer, 2007). Accordingly, many online educators not only use the social studies curriculum, but also access the Web to add additional information and resources to various subjects. The availability of additional enhancements may encourage many students to include additional research to their studies.
Doering et al. (Cavanaugh & Blomeyer, 2007) reported three online enhancements that involve online instruction: (1) direct instruction online that teaches students to follow directions to receive additional information; (2) active direct instruction during which time students learn at their own pace, but do not have complete access to websites; and (3) constructivist instruction during which time students work at their own pace, access information on the Web, and use that information in their lesson.
The entity first realizing the urgency of reintroducing social studies into the curriculum was the Federal Government of Nigeria. Within the curriculum of Nigeria's schools, "Social studies provides a coordinated, systematic study of man drawing upon such disciplines as anthropology, economics, geography, history [sic] political science, philosophy, sociology, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for public good as citizens of a culturally diverse and democratic society in an interdependent world" (Okobia, 2013, p.148). The improvement of society depends upon the willingness of a democratic citizen to become involved in the daily happenings of his/her life, and the development of the democratic citizen is the responsibility of a capable and learned education.
Giles, Wang, Smith, and Johnson (2013) posited teaching social studies relies on educators who must learn to teach unfamiliar topics. Educators play a role in teaching students social studies through modeling, support, and demonstration of basic, intermediary, and in depth knowledge of their subjects (Giles et al., 2013). Giles et al. (2013) asserted social studies require reading for content, not for development, and social studies text books include complexities in reading and vocabulary. The educational question concerns meeting the Common Core of State Standards; however, what is the solution for meeting those standards without expertise and understandable reading materials (Giles et al., 2013).
Alexander-Shea (2011) agreed with the assessment of the difficulty of teaching a social studies course. Vocabulary taught in schools today consist of words on a list to learn to spell and define. Encouraging students to investigate the spelling and origin of the meaning of words provides a connective interaction between the concept and the meaning (Alexander-Shea, 2011). The complexity of understanding social studies and the myriad inclusion of subjects is the responsibility of text book providers, course curriculum designers, and well-educated teachers.
Doering et al. (Cavanaugh & Blomeyer, 2007) reiterated the practice of teaching and learning social students contains many facets, yet they are underdeveloped. Language Arts, a part of the social studies genre, has increased the popularity of asking students to write Weblogs, or blogs. Kitchakarn (2012) wrote blogging tends to improve a student's writing skills. Putting together thoughts and ideas into words in a cohesive manner is a skill requiring practice for development. Kitchakarn (2012) posited blogging to be a perfect outlet for students to hone their writing skills.
The success of online teaching of exceptional learners and of social studies lies with the school administration and educators who are innovative and supportive, coupled with the educator who is willing to continue to learn him/herself. The ability to adapt to educational changes and adopt new teaching strategies makes online courses effective and successful. There is no better time to adapt and adopt than the present.
References
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