For Secondary Teachers Educating Students with Disabilities, 2021 Was a New Year with an Old Story: Findings from the American Educator Panels. Data Note: Insights from the American Educator Panels. Research Report. RR-A827-7

Autor/inn/en	Stelitano, Laura; Gomez-Bendaña, Heather; Greer, Lucas
Institution	RAND Education and Labor
Titel	For Secondary Teachers Educating Students with Disabilities, 2021 Was a New Year with an Old Story: Findings from the American Educator Panels. Data Note: Insights from the American Educator Panels. Research Report. RR-A827-7
Quelle	(2022), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Students with Disabilities; Barriers; Secondary School Students; Student Needs; Secondary School Teachers; Teacher Role; Teaching Methods; School Closing; Principals; Administrator Attitudes; Teacher Attitudes; Team Teaching; Distance Education; Delivery Systems; Poverty; Teacher Collaboration; Special Education Teachers; General Education; Self Efficacy; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; School closings; Schule; Schließung; Schließung (von Schulen); Principal; Schulleiter; Lehrerverhalten; Teamteaching; Distance study; Distance learning; Fernunterricht; Auslieferung; Armut; Lehrerkooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Self-efficacy; Selbstwirksamkeit
Abstract	The COVID-19 pandemic presented new challenges for educators who teach students with disabilities (SWD). Research on the experiences of SWD during the pandemic is limited, but what is known suggests that SWD access to services and supports declined during the pandemic and that steeper learning losses are likely. Pandemic interruptions may be particularly problematic for secondary SWD because they missed out on critical preparation experiences while approaching the transition to college and career. Given these disruptions, it is critical that educators have the support and training they need to accelerate learning for SWD moving forward. This report presents national survey findings from secondary school principals and educators from the spring of the 2020-2021 school year, exploring educators' access to and use of supports for teaching SWD. The analysis focuses on the roles that teachers play and the service delivery models that they use for teaching SWD. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01