Blended Learning for Students with Disabilities: The North Carolina Virtual Public School’s Co-Teaching Model

Abstract

Purpose

The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher.

Methodology/approach

This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs.

Findings

This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities.

Research implications

The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students.

Originality/value

Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.

Citation

Garrett Dikkers, A., Lewis, S. and Whiteside, A.L. (2015), "Blended Learning for Students with Disabilities: The North Carolina Virtual Public School’s Co-Teaching Model", Exploring Pedagogies for Diverse Learners Online (Advances in Research on Teaching, Vol. 25), Emerald Group Publishing Limited, Leeds, pp. 67-93. https://doi.org/10.1108/S1479-368720150000027013