How Students with IEP's and Their Teachers Are Faring in Maine Schools during the COVID-19 Pandemic

Autor/inn/en	Lech, Patricia L.; Johnson, Amy F.
Institution	University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation; University of Southern Maine, Maine Education Policy Research Institute
Titel	How Students with IEP's and Their Teachers Are Faring in Maine Schools during the COVID-19 Pandemic
Quelle	(2021), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Individualized Education Programs; COVID-19; Pandemics; School Closing; Special Education Teachers; Teacher Attitudes; Teaching Methods; Online Courses; Distance Education; Program Effectiveness; Academic Achievement; Administrator Attitudes; Student Needs; Well Being; Achievement Gains; Individualized Instruction; Peer Influence; Parent Attitudes; Attendance; Barriers; Parent Role; Faculty Workload; Elementary Secondary Education; Maine + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Schulleistung; Well-being; Wellness; Wohlbefinden; Achievement gain; Leistungssteigerung; Individualisierender Unterricht; Elternverhalten; Anwesenheit; Parental role; Elternrolle
Abstract	The goal of the study was to better understand how instruction to students with Individualized Education Plans (IEPs) was delivered during remote learning this past spring and during the fall semester of the 2020-21 school year, and how these vulnerable students have been impacted. Research questions looked at special education teacher impressions of what was effective, the challenges in delivery of remote education, and how student academic progress was affected. Special education teachers and special education directors were also asked how to best help students who fell behind and what additional resources or supports they needed. Teachers reported that most students' well-being and academic progress was lower than expected during emergency remote learning in the spring of 2020. However, special education teachers noted that this fall there were some students who were doing much better in remote learning than they had in traditional learning. They reported having students whose academic progress in school in the fall was greater than expected, and that these outnumbered the students who saw a decline in academic progress. Overall, students' well-being in the fall was similar to pre-pandemic. The most commonly perceived benefits of remote learning for their students with an IEP were more individualized learning (47%, n=66), students feeling less social/peer pressure (44%, n=62), and parent/caregivers better understanding how their student learns (41%, n=58). (ERIC).
Anmerkungen	Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine, 37 College Avenue, Gorham, ME 04038. Tel: 888-800-5044; Tel: 207-780-5044; Fax: 207-228-8143; e-mail: cepare@usm.maine.edu; Web site: http://usm.maine.edu/cepare
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01