Experiences of Special Education Teachers in New York State during COVID-19 Remote Instruction

Autor/inn/en	Colvin, Kimberly F.; Ellis-Robinson, Tammy G.; Young, Taja R.
Titel	Experiences of Special Education Teachers in New York State during COVID-19 Remote Instruction
Quelle	In: Journal of the American Academy of Special Education Professionals, (2023), S.54-75 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Special Education Teachers; Teaching Experience; Barriers; Teacher Attitudes; COVID-19; Pandemics; Distance Education; School Closing; Interpersonal Relationship; Interpersonal Communication; Parent Teacher Cooperation; Educational Technology; Technology Integration; Success; Learner Engagement; Individualized Education Programs; Students with Disabilities; Student Needs; Teacher Role; New York + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Unterrichtsmedien; Erfolg; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerrolle
Abstract	This study documented the experiences, challenges, and perspectives of special education teachers in New York State during the COVID-19 period of remote instruction in the spring of 2020 and during the 2020-21 school year. An invitation to complete an online survey about their experiences was sent to a random sample of special education teachers. The responses from 38 participants addressed areas such as relationships and communication with families, technology integration, student success, student engagement, and the extent to which the mandates of students' Individualized Education Plans were able to be met. Many of the participants reported on both the challenges and successes they had with technology; this included some new teaching techniques and technologies that they planned to continue to use after returning to in-person instruction. While they dealt with a variety of challenges, the teachers' actions demonstrated professional competence and integrity during this period. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01