Covid-19 Practices in Special Education: Stakeholder Perceptions and Implications for Teacher Preparation

Document Type

Article

Journal Title

Teacher Educators' Journal

Publication Date

Spring 2021

Abstract

In light of COVID-19, school divisions across the country closed their doors and shifted to remote instruction. In Virginia, little guidance was provided to assist educators and teacher educators with making this transition, particularly for students with individualized education programs (IEPs). In May of 2020, researchers surveyed Virginia stakeholders involved in special education to assess the effectiveness of instructional delivery and procedural compliance as it related to students' IEPs. Quantitative and qualitative data analysis reveal that while schools and school divisions were generally viewed as effective with the procedural components of a free and appropriate public education, they were less effective, or ineffective, with the provision of specialized instruction. Implications for teacher preparation programs are discussed.

Comments

Additional issues of Teachers Educators' Journal are available on their website at: https://www.ateva.org/journal-1.

Publisher Statement

The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education.

This article is openly available on the web and through ERIC.

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