How students with disabilities are served by online programs is directly related to how federal and state laws are interpreted by educators and translated into policies at the school level. The authors of this document, from the University of Kansas, interviewed school-based special education staff and administrators and regional directors about their roles in developing, supporting, and implementing accommodations and other forms of support for students with disabilities in online courses. The analysis of the interviews conducted indicate that each group of educators had different patterns of interaction with SWD and their parents, with more advanced administrators having little to no contact with online educators themselves.
Rice, M. F., & Carter Jr, R. A. (2015). " When We Talk about Compliance, It's Because We Lived It": Online Educators' Roles in Supporting Students with Disabilities. Online Learning, 19(5), 18-36.