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Fully Including Students, Teachers, and Administrators with Disabilities in Telementoring

Fully Including Students, Teachers, and Administrators with Disabilities in Telementoring

Sheryl Burgstahler, Terrill Thompson
Copyright: © 2011 |Pages: 27
ISBN13: 9781615208616|ISBN10: 1615208615|EISBN13: 9781615208623
DOI: 10.4018/978-1-61520-861-6.ch006
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MLA

Burgstahler, Sheryl, and Terrill Thompson. "Fully Including Students, Teachers, and Administrators with Disabilities in Telementoring." Telementoring in the K-12 Classroom: Online Communication Technologies for Learning, edited by Deborah A. Scigliano, IGI Global, 2011, pp. 89-115. https://doi.org/10.4018/978-1-61520-861-6.ch006

APA

Burgstahler, S. & Thompson, T. (2011). Fully Including Students, Teachers, and Administrators with Disabilities in Telementoring. In D. Scigliano (Ed.), Telementoring in the K-12 Classroom: Online Communication Technologies for Learning (pp. 89-115). IGI Global. https://doi.org/10.4018/978-1-61520-861-6.ch006

Chicago

Burgstahler, Sheryl, and Terrill Thompson. "Fully Including Students, Teachers, and Administrators with Disabilities in Telementoring." In Telementoring in the K-12 Classroom: Online Communication Technologies for Learning, edited by Deborah A. Scigliano, 89-115. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61520-861-6.ch006

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Abstract

The authors of this chapter discuss challenges that must be addressed to ensure the full inclusion of teachers, administrators, and students with disabilities in telementoring activities in elementary and secondary school environments. Potential barriers to participation relate to the physical environment, the technology used to support a telementoring program, and communication strategies within that environment. Solutions presented to address access challenges employ both universal design and accommodation approaches. The content of this chapter may be useful to administrators, teachers, and technology specialists as they integrate telementoring into elementary and secondary classroom practices; to professionals who seek to promote telementoring in formal and informal settings; and to researchers who wish to identify telementoring topics for further study.

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