Special Education Staff Well-Being and the Effectiveness of Remote Services during the COVID-19 Pandemic

Autor/inn/en	Womack, Tyler A.; Monteiro, Elissa M.
Titel	Special Education Staff Well-Being and the Effectiveness of Remote Services during the COVID-19 Pandemic
Quelle	In: Psychology in the Schools, 60 (2023) 5, S.1374-1393 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Womack, Tyler A.) ORCID (Monteiro, Elissa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22702
Schlagwörter	Special Education; COVID-19; Pandemics; Electronic Learning; Well Being; Special Education Teachers; School Psychologists; Individualized Education Programs; Intervention; Self Efficacy; Minority Groups; School Effectiveness + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Well-being; Wellness; Wohlbefinden; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Individualized education program; Individualisierendes Lernen; Self-efficacy; Selbstwirksamkeit; Ethnische Minderheit; Schuleffizienz
Abstract	Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID-19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web-based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well-being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self-efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01