Public K-12 Education Response to Serving Special Education Students during COVID: A Content Analysis

Autor/inn/en	Burleigh, Cheryl L.; Wilson, Andrea M.; Bean, Erik
Titel	Public K-12 Education Response to Serving Special Education Students during COVID: A Content Analysis
Quelle	In: Journal of the American Academy of Special Education Professionals, (2023), S.32-53 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burleigh, Cheryl L.) ORCID (Wilson, Andrea M.) ORCID (Bean, Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary Secondary Education; Public Education; Students with Disabilities; Special Education; COVID-19; Pandemics; Access to Education; Distance Education; School Closing; Barriers; Individualized Education Programs; Related Services (Special Education); Educational Technology; Electronic Learning; In Person Learning; Blended Learning; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Individualized education program; Individualisierendes Lernen; Unterrichtsmedien; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	From the onset of COVID-19, public K-12 schools were scrambling to keep classrooms open virtually providing all students with meaningful learning experiences. This study provides a synthesis of insights gained about K-12 special education service provision during COVID. A content analysis benchmarking approaches to serving special education K-12 students during COVID-19 included a review of current literature, government, state documentation, and public advocacy data revealed the complexities of this issue. When services are not provided, the school is out of compliance, directly affecting students' educations and the funding the school district receives to support special education programs. Furthermore, when school districts lacked the forethought to anticipate the unexpected or address how to serve students remotely, students were left to fend for themselves. This disruption in legally mandated services detrimentally affected these students and their special education teachers, paraprofessionals, parents, as well as caregivers. (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