An Explanatory Sequential Mixed Methods Study on the Effects of COVID-19 on the Delivery of Free and Appropriate Public Education (FAPE) in Districts Approved for Flexible Instructional Days (FID)

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Autor/in	Fish, Christina E.
Titel	An Explanatory Sequential Mixed Methods Study on the Effects of COVID-19 on the Delivery of Free and Appropriate Public Education (FAPE) in Districts Approved for Flexible Instructional Days (FID)
Quelle	(2022), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware Valley University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7887-9
Schlagwörter	Hochschulschrift; Dissertation; COVID-19; Pandemics; Access to Education; Public Education; School Districts; Flexible Scheduling; School Closing; Program Implementation; Program Effectiveness; Emergency Programs; Planning; Electronic Learning; Distance Education; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Access; Bildung; Zugang; Bildungszugang; Öffentliche Erziehung; School district; Schulbezirk; Flexible working hours; Flexible Arbeitszeit; School closings; Schule; Schließung; Schließung (von Schulen); Hilfsprogramm; Ablaufplanung; Planungsprozess; Distance study; Distance learning; Fernunterricht
Abstract	The purpose of this explanatory sequential mixed methods study was to explore the effect of the school closures due to COVID-19 on the delivery of FAPE in school districts who utilized their FID day models for the delivery of instruction. Education, as we know it, was forever changed in March of 2020. In the age of increasing natural disasters and pandemics, the potential for schools to be closed for extended periods of time is increasing. Students' progress is inhibited by these interruptions and prolonged use of virtual instruction. IDEA was not developed with the consideration of school closures. FAPE guidelines within IDEA were specifically written to address students being suspended, expelled, or denied access to public education due to a failure on the part of the local education agency (LEA). The IDEA and subsequent case law does not address the issue of extended school closures. The closures as a result of COVID-19 exemplified this issue. This study will attempt to determine if the initial plans for FID days were sufficient to support instruction beyond the five approved days. The need to respond to pandemics has increased throughout the years. However, this is the first time since 1918 that businesses and schools were closed throughout all 50 states. With an ever-increasing exposure to viruses world-wide, the potential for another pandemic is very real. As such, schools need to be better prepared to respond to such pandemic closures. School districts across the state chose to abstain from providing all of their students with instruction for fear they would violate FAPE for their IDEA identified population. This study will explore how school districts in Pennsylvania who utilized their FID days addressed the concern of FAPE by surveying teachers and administrators on their understanding of their district's FID plan and the district's approach to addressing FAPE. The survey will also assess the district staffs' assessment of how their school district communicated with staff and families during the COVID-19 closure. The results of this study analyzed if there are themes to support school districts in their development of their FID plans. Further evaluation was to determine if the districts were successful in their implementation of FAPE, what strategies worked and what strategies did not. Although the study demonstrated that districts' FID plans did not provide them with sufficient planning for an extended closure, they did provide a starting point for most to begin an instructional model that was fully virtual. The study also demonstrated that virtual instruction provides an opportunity to deliver instruction when face-to-face instruction is unavailable, but technology is no substitute for face-to-face instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01