Factors Influencing Educational Equity in Online Instruction for Students during the COVID-19 Pandemic

Autor/in	Krishnan, Sudha
Titel	Factors Influencing Educational Equity in Online Instruction for Students during the COVID-19 Pandemic
Quelle	In: Remedial and Special Education, 44 (2023) 6, S.469-479 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krishnan, Sudha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325231161322
Schlagwörter	Special Education Teachers; Teacher Attitudes; Success; Online Courses; COVID-19; Pandemics; School Closing; Barriers; Administrator Role; Teacher Role; Parent Role; Teaching Methods; Training; Access to Computers; At Risk Persons; English Language Learners; Student Needs; Elementary Secondary Education; Students with Disabilities; Educational Needs; California + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Erfolg; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Lehrerrolle; Parental role; Elternrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Risikogruppe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Educational need; Bildungsbedarf; Kalifornien
Abstract	This qualitative study examined special education teachers' perceptions of student success in online instruction during the COVID-19 pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers. Data were collected from 16 teachers in the U.S. state of California using semi-structured interviews and analyzed using thematic coding. The six themes that emerged from the data were that the key determinants of student outcomes were variables related to teacher, school administrator, district, student, parent, and pedagogy. The study showed that underlying deficit thinking in school professionals, lack of planned support for those parents and students needing the most support, and limited range of teaching practices were responsible for the equity gap seen in the differential student outcomes. Recommendations include training school administrators, providing parent support to access technology, addressing needs of non-English speaking families, expanding pedagogical practices, and planning for students with the most extensive support needs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01