Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic

During the COVID-19 pandemic, there were alarming reports of children missing out on online special educational activities due to a lack access those resources. We evaluated simple intervention using concurrent multiple baseline design for three second-grade students with disabilities who unreliably accessed remote curriculum. The dependent variable was number daily assignments completed. baseline, teacher provided and parents via Google Classroom, contacted when student missed activities. For intervention, implemented task analysis that listed five assignments. Students earned preferred rewards contingent completing all Results showed effective in increasing engagement learning.