Over the last few months, members of the Pennsylvania Youth Leadership Network have been involved in a project focused on exploring the impact cyber schooling can have on students with disabilities. We wanted to see how cyber schools differ from brick & mortar schools in regards to education and accommodation, and how they could possibly improve on their treatment and representation of these students. In exploring this topic, we sent out a survey to cyber students with disabilities, asking about their own experiences on these subjects. This report represents 113 responses from students ranging from grades 6-12. Our participants disclosed autism, learning, mental, physical, emotional, and various other disabilities such as ADHD and ADD. Some opted out of disclosure, while many cited having two or more disabilities of the previously stated nature. Within the survey we asked participants if or when they transferred from brick and mortar school, why they chose to transfer, and how this switch has impacted their education and/or life. Around 11% of our respondents noted that they had never attended a brick & mortar school; however, the other 89% did transfer at some stage in their education, whether it was in elementary, middle school, or high school. Alarmingly, one of the highest cited answers for choosing to attend a cyber-school had to do with some variation of bullying. Many students expressed that they felt bullying was a large factor in their switch, and a few even showed concerns over their safety because of it. Others cited issues related to their disabilities and/or their previous school. Several students felt as though their brick & mortar schools did not properly support their needs. A guardian of the student G. stated “I was told my kids can't be taught. They [have] come a long way. Disabilities [are] not a reason to give up on a child. Everyone can be taught, just in different ways.” Another student, M. G., stated that “When I was in brick and mortar, I was always distracted by other students, and I could not keep up with the lessons. I was focused on the wrong things like laughing and playing in class.” In contrast, when speaking about online schooling, more students expressed a feeling of growth in terms of their education and overall quality of life. Student M. G. said “I am so happy that I switched to cyber school because I [feel] like there [are] no more distractions. I have a better routine where I can stay organized and not fall behind because everything is clear and spelled out for me. Also, there is so much support if I have questions or problems.” Another student, B. T., said “I love cyber school because it allows me to work independently on my own. It has impacted my education because I see better grades here than I did in my brick [and] mortar [school]. I couldn't focus very well in brick and mortar school and didn't get the help I asked for and needed.” Many others had similar feelings, stating that even though they may not enjoy school itself, they have made great improvements in terms of grades, friends, and various other social, emotional and mental facets. However, this doesn’t mean that there isn’t any room for improvements in cyber schooling. While over 81% of respondents felt they were properly represented at their schools, another 19% could not fully say that they did. Many talked about numerous things that would help improve the quality of their education. On the note of smaller changes, some expressed issues within their school. Student M. S. stated “[M]ake sure to always stay in constant communication and make sure that assignments are always posted in a timely manner. I'm an asynchronous student and so it's important that I have everything that I need to complete my lessons. Regardless of the status, making sure assignments are posted is important.” This sentiment was replicated by others, with the majority talking about a need for better equipment, more communication, and less rigid work structures.
Taking on a differing stance, student A. S. wrote “If this isn't being done already, I think that most teachers should be somewhat educated on different disabilities and how to help/handle students with these disabilities (especially with mental disabilities, as it can possibly worsen the students' state of mind if they are given improper care by uneducated teachers and/or are misrepresented).” While schooling in general has come a long way, there is still a demand to better support the needs of disabled students. When looking through the responses we received throughout this survey, there were some glaring issues within a brick & mortar school setting. Many students felt unsupported and isolated, and many had been faced with bullying. Cyber schooling isn’t perfect, but it can present a viable opportunity for those who are struggling to get through a traditional school system. Through this survey, disabled students have shown that a switch in schooling has helped them achieve goals they previously couldn't. They feel better supported, they feel safer, and they feel like they can do more. If you are experiencing some of the same issues outlined here, we urge you to seek alternatives. Everyone deserves a strong, individualized education, and they deserve to feel safe and welcome at their schools. As our data shows, school choice and the ability to choose a different school setting is sometimes all that is needed to give a student a push in the right direction. Article Written by McKenzie Addison Graphics by Joseph DuPree & Madeline Krout |