“Hybrid Learning Environment Assignments for Special Education”





Hybrid Learning Environment Assignment

Cheryl Gilbert-Hurley

Liberty University

February 14, 2019





The traditional classroom provides certain elements of instruction and teaching methods, but implementing a blended learning environment offers a viable alternatives for students enrolled in special education services. The last decade has opened up new possibilities and opportunities for students with learning disabilities and cognitive deficits, but use of technology has provided academic growth and learning effectiveness within a school-based system. What are the targeted outcomes of using hybrid learning assignments for students with disabilities? Hybrid learning environment assignments will be studied, analyzed, examined and summarized in the following explained and fully defined.

Keywords: classroom, instruction, teaching methods, learning environment, special education


Hybrid Learning Environment Assignment

Implementation of Blended Learning in Special Education

Grades 6-8 – ELA

The Goal

            The goal is to change the existing curriculum for ELA – Sped. Ed for grades 6-8 to increase online instruction from 20 to 30 minutes and decreasing face-to-face instruction from 30 to 25 minutes in a 55-minute class period that would increase academic growth and learning effectiveness. The intended goal is to increase  a student’s knowledge content in these key areas; 1) parts of speech, 2) structured sentences, 3) writing and formatting a paragraph(s), and 4) properly formatting graphic organizers (Greer et al., 2014, p. 81).

Target Outcomes

  1. Increasing blended learning into modified lesson plans for students, grades 6-8, including increasing online instruction and completing classroom assignments to 30 minutes and 25 minutes of face-to-face instruction, thus allowing blended learning for academic growth and increasing learning effectiveness (Marteney & Bernadowski, 2016, p. 182).
  2. Increased learning effectiveness and student growth learning proper sentence, paragraph structure and parts of speech. Benchmark goals starting at 70% to 80% for the second semester and 85- 90% accuracy for the fourth semester which depends on a student’s educational goals (Herold, 2016).
  3. Students will be successful writing proper sentences, parts of speech, and writing a 4-paragraph story on their favorite subject or pastime using graphic organizers and online assignments by the third and fourth semester. Teachers will create teacher-made tests and assessments to measure a student’s academic progress and growth (Bateman & Soifer, 2015).

Target Audience

            The targeted audience is intended for hybrid learning environment in a classroom setting for no more than 8 students per classroom for students enrolled in special education services, grades 6-8. Classrooms consists of Alaskan tribal natives, Caucasian, African American, Hispanic, Russian, Asian and European descent which the school-district accommodates all ethnicities by ensuring students are provided with interpreters, if non-English speaking (Tindle et al., 2016, p. 112).

Online Elements

  • Students can click on the assignment, answer the questions or tests by opening and reviewing the thumbnail, example questions on action verbs, then after completing assignments and click turn in. Teachers will be able to receive a notification of assignments turned in on their G Suite account (edTechteacher, 2019).
  • IXL Worldwide – Aligned with Common Core Standards, IXL Worldwideis a dynamic, immersive website offering adaptive learning for students with disabilities. From Pre-K through senior year, IXL will provide fun exercises for English language arts, and teachers can print out worksheets specifically for learning parts of speech, proper sentence and paragraph structure. Students can save completed assignments by logging into their classroom G Suite account and click sign in with their student account, upload or attached documents and send to their teacher (Miller, 2012).
  • Writing assignments or creating slide presentations, example a 2-page story on their favorite subject or pastime or slides on parts of speech, they will use G Suite. They will complete assignments by saving their work, example as Toms weekly writing assignments, hit save as and send the same way IXL and other assignments (Miller, 2012).
  • Storyline Online – Storyline online is an excellent resource for children with learning disabilities like dyslexia. This website records free videos of narrators, and sometimes well-known actors like Eva Longoria, reading children’s books aloud. Students develop their literacy skills by following along with text as the literature comes alive (Miller, 2012).

Face-to-face Elements

  • YouTube Kids – YouTube Kids provides educational videos on parts of speech, writing, properly formatting sentence and paragraph structure. Students will watch Schoolhouse Rock, take notes during the video, and complete their graphic organizers on a particular part of speech, example completing 2-4 sentences using a capitol letter, an action verb, underlining the action verb, and using a proper punctuation mark at the end of a sentence (Miller, 2012).
  • Worksheets – Worksheets will require students to underline the correct answer on parts of speech, example “Lilly went to the library today with her parents. Find and underline the noun in this sentence. Students will be required to complete 1-2 worksheets during face-to-face-instruction (Miller, 2012).
  • SMARTboards – SMARTboards provide inclusive classrooms by offering many ways of learning knowledge content on ELA that allows students to express ideas, ask and answer questions, and demonstrate understanding in these areas; 1) proper writing mechanics, 2) parts of speech and, 3) properly formatting and completing graphic organizers.
  • SMARTboards touch sensitive surface allows all students to participate through group collaboration. The SMARTboard also allows teachers to address different learning styles- kinesthetic, visual and auditory that fully engages students and facilitates differentiated instruction. SMARTboards can be used to create visually engaging and interactive lessons which students respond well to visuals, especially students with autism. Technology provides special education teachers with an easy way to project worksheets, pictures for background knowledge, or any other visuals to share with the entire class (Miller, 2012).

Resources/ Links





Bateman, A., & Soifer, D. (2015). Supporting special-needs students with personalized blended learning. Retrieved from http://lexingtoninstitute.org/supporting-special-needs-students- with-personalized-blended-learning/

edTechteacher. (2019). What is G Suite for education? How G Suite for education works?Retrieved from https://edtechteacher.org/g-suite-for-education/

Greer, D., Rowland, A., & Smith, S. (2014). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46(5), 79-91.Retrieved from https://doi.org/10.1177/0040059914528105

Herold, B. (2016). Technology in education: An overview: Education Week. Retrieved from http://www.edweek.org/ew/issues/technology-in-education/

Ludlow, B. (2014). Special education: Ready for cyberspace? Teaching Exceptional Children, 46(5), 68. Retrieved from https://doi.org/10.1177/0040059914528104

Marteney, T., & Bernadowski, C. (2016). Teachers’ perceptions of the benefits of online instruction for students with special educational needs. British Journal of Special Education, 43(2), 178-194. Retrieved from https://doi.org/10.1111/1467-8578.12129

Miller, Andrew. “Blended Learning: Strategies for Engagement.” Edutopia. Herff Jones   Nystrom, 12 Oct. 2012. Web. 20 May 2015. http://www.edutopia.org/blog/blended-  learning-engagement-strategies-andrew-miller

Tindle, K., Mellard, D., & East, T. (2016). Online Learning For Students With Disabilities: Recommendations For Parent Engagement. Lawrence, KS. Center on Online Learning and Students with Disabilities, University of Kansas.

Author: Special Education, Behavioral Modification and Technological Assistance in the Educational System

I am currently working on a doctorate degree in leadership & curriculum, and a minor in special education. My interest is on the topic of autism, such as the underlying causes, behavioral instruction and management, ABA therapy, and classroom instruction and effective teaching methods in today's public school system, and other educational facilities or institutions. Since, we live in the 21st century, the use of technological assistance for students with special needs is utterly important in today's technological age, that helps support their academic goals and social skills. Technological assistance will be explored, studied, and applied in today's classroom instruction and effective teaching tools and methods.

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