All Together Now: Getting Students with Disabilities What They Need during the Pandemic

Autor/inn/en	Bateman, Katherine; Tuchman, Sivan
Institution	University of Washington, Bothell. Center on Reinventing Public Education (CRPE)
Titel	All Together Now: Getting Students with Disabilities What They Need during the Pandemic
Quelle	(2021), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Distance Education; School Closing; Students with Disabilities; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Special Education; Educational Practices; Teacher Collaboration; Lesson Plans; Regular and Special Education Relationship; Teacher Education; Elementary Secondary Education; Teacher Responsibility; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Elternverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Lehrerkooperation; Lesson planning; Unterrichtsplanung; Lehrerausbildung; Lehrerbildung; Lehrverpflichtung
Abstract	Without a doubt, the COVID-19 pandemic pivot to remote learning made school harder for students with disabilities and their teachers. A series of interviews was conducted with special education administrators, school administrators, special educators, general educators, parents, and teachers, in order to learn more about each individual's experience in special education during the pandemic. Questions were asked about current practices, changes in roles and job responsibilities, data collection, compliance, and overall satisfaction. Quotes in this brief are from the first wave of data collection, conducted from December 2020 to February 2021. Findings include: (1) general and special education teachers rarely collaborated on lesson plans. Both types of educators said they had been largely left on their own, rather than working in teams to support students; (2) special educators were largely responsible for providing instructional support and communication with families, even in inclusive settings where students with and without disabilities are educated together; and (3) few general educators received the training they needed to support students with disabilities in remote settings. (ERIC).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01