Document Type

Dissertation

Date of Award

5-2024

School/College

College of Education (COE)

Degree Name

Ed.D., Curriculum and Instruction

Committee Chairperson

Viveca Grant

Committee Member 1

Ronnie Davis

Committee Member 2

Marshal Dupas

Committee Member 3

Jacqueline Smith

Committee Member 4

Shannon Verrett

Committee Member 5

Reginald Todd

Keywords

Absenteeism, Academic Achievement, COVID-19, Individual Education Program/Plan, Special Education teachers, Students with Disabilities

Abstract

Globally, the coronavirus (COVID-19) has significantly impacted special education teachers and educational institutions. The onset of the coronavirus pandemic in the spring of 2020 led to an almost complete closure of school buildings, triggering a significant disruption to K -12 education across the United States (Education Week, 2020). The quick transition to online and remote learning presented one of the biggest obstacles, especially for special education teachers. The routine and social connections essential for the development of special education students were disturbed by the closing of the schools. Teachers had to develop innovative ways to keep students interested and connected, which could have led to skill regression and decreased sociability. Special education teachers had to make significant adjustments to lesson planning, communication with parents, and providing their mandated Individualized Education Plan (IEP). Through the unknown expectations of a pandemic on education, teachers still faced balancing their professional responsibilities with personal commitments and challenges of caring for family members, managing their health concerns, and adapting to their new daily routines. This study examines special education teachers' attitudes toward the impact of COVID-19 on student outcomes. The student outcomes concern academic achievement, social behaviors, socioemotional development, and absenteeism. The researcher developed and used the Dixon Attitudes of Special Education Teachers Regarding Student Outcomes (DASETSO) instrument to collect data. Secondary data analysis was collected to determine if there was a difference in general education teachers' attitudes.

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