A Qualitative Study: Special Education Teachers’ Perceptions of Instruction during COVID-19
Date
2023-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
In the spring of 2020, the United States experienced a nationwide closure of schools, and all educators had to shift their instructional modality from in-person to distance learning without warning. The problem is the COVID-19 pandemic prohibited in-person learning due to state- issued stay-at-home orders. The purpose of this basic qualitative study was to explore participants’ descriptions and experiences of their instruction for different learning styles and needs of students with disabilities during the COVID-19 pandemic in Title 1 elementary schools in Massachusetts. A gap exists in the literature regarding the impact of COVID-19 on Title 1 students with moderate disabilities and learning styles in Massachusetts. Fleming’s learning styles theory and Adam’s educational equity theory served as the theoretical framework for this study and uncovered the influences of instruction and equity on current perceptions. Three research questions guided the current study to reveal special education teachers’ perceptions of their instruction of students with moderate disabilities, different learning styles, and their experiences during the COVID-19 pandemic. Fifteen voluntary participants were PreK-8 public elementary special education teachers in Title 1 schools in Massachusetts and worked during the COVID-19 closures. Semi-structured interviews were conducted, and data collection was a combination of field notes, transcripts, and recordings. Data analysis was performed through the NVivo software revealing eight themes. Key factors highlighted a change in the instructional model, various obstacles and challenges special education teachers faced, and the lack of training, support, and resources needed to provide an equitable education and reach different learning styles. These findings indicate the need for targeted and specific training and professional development in special education.
Description
item.page.type
Other