Special Education Teachers' Pandemic Experiences
Location
Morgan
Session Format
Presentation
Abstract
A sequential explanatory mixed methods study was conducted to determine Georgia special education teacher pandemic experiences. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that special education teachers experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote learning, they described difficulties and worries about meeting the individualized needs of students with disabilities. Special educators' increased workload and stress likely impacted attrition and student learning outcomes. Based on these pandemic-related experiences, we provided five recommendations for researchers, administrators, and policymakers to address the special education teacher shortage and prepare for future school closures.
Keywords
sequential explanatory mixed method, special education teachers, pandemic
Professional Bio
Laura Echezabal is a post baccalaureate student pursuing a Bachelor of Science in Chemistry at Georgia Southern University. She currently conducts research under the chemistry and education department. Her chemistry research, under Dr. Aiken, includes small molecule organic synthesis for anticancer and antimicrobial pharmaceutical studies. Her education research, under Dr. Fisher, encompasses researching the impacts marginalized students including students with disabilities by expanding teachers’ and professors’ pedagogy to address the various needs of all learners.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Echezabal, Laura; Grice, Edie; Fisher, Karin; Andrews, Kaylin; James, Ta'Lonie; Standridge, Kelly; and Wilson, Will, "Special Education Teachers' Pandemic Experiences" (2024). Georgia Educational Research Association Conference. 58.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/58
Special Education Teachers' Pandemic Experiences
Morgan
A sequential explanatory mixed methods study was conducted to determine Georgia special education teacher pandemic experiences. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that special education teachers experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote learning, they described difficulties and worries about meeting the individualized needs of students with disabilities. Special educators' increased workload and stress likely impacted attrition and student learning outcomes. Based on these pandemic-related experiences, we provided five recommendations for researchers, administrators, and policymakers to address the special education teacher shortage and prepare for future school closures.
