TY - JOUR
T1 - The Pandemic Experiences of Special Education Teachers in Georgia
T2 - A Mixed Methods Study
AU - Fisher, Karin M.
AU - Standridge, Kelly E.
AU - Echezabal, Laura M.
AU - Grice, Edie G.
AU - Greer, Adia
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2024.
PY - 2024/11
Y1 - 2024/11
N2 - 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.
AB - 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.
KW - pandemic
KW - sequential explanatory mixed method
KW - special education teachers
UR - http://www.scopus.com/inward/record.url?scp=85186618003&partnerID=8YFLogxK
U2 - 10.1177/00224669241232155
DO - 10.1177/00224669241232155
M3 - Article
AN - SCOPUS:85186618003
SN - 0022-4669
VL - 58
SP - 161
EP - 170
JO - Journal of Special Education
JF - Journal of Special Education
IS - 3
ER -