The Pandemic Experiences of Special Education Teachers in Georgia: A Mixed Methods Study

Karin M. Fisher, Kelly E. Standridge, Laura M. Echezabal, Edie G. Grice, Adia Greer

Research output: Contribution to journalArticlepeer-review

Abstract

A sequential explanatory mixed methods study was conducted to determine special education teachers’ (SETs) pandemic experiences in the U.S. state of Georgia. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs 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 SET shortage and prepare for future school closures.

Original languageEnglish
Pages (from-to)161-170
Number of pages10
JournalJournal of Special Education
Volume58
Issue number3
DOIs
StatePublished - Nov 2024

Scopus Subject Areas

  • Education
  • Rehabilitation

Keywords

  • pandemic
  • sequential explanatory mixed method
  • special education teachers

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