Educators' Perception of Obstacles Faced Instructing Special Education Students in a Virtual Learning Environment: A Case Study

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108

COVID-19; Pandemics; School Closing; Distance Education; Teacher Attitudes; Students with Disabilities; Special Education Teachers; Rural Schools; Barriers; Online Courses; Student Needs; Instructional Effectiveness; Technological Literacy; Teacher Student Relationship

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Due to the COVID-19 pandemic, many schools had to make the difficult shift from face-to-face instruction to distance learning, which was especially difficult for schools in rural areas with limited resources and services. The purpose of the exploratory case study was to investigate the perceptions and experiences of general and special educators who had to teach students with disabilities virtually about the delivery of IEP goals and related services. The framework guiding this study's implementation was organizational behavior theory. Using criterion-based purposeful sampling, 12 general and special education teachers were recruited from across seven schools in a rural school district in Central Mississippi. Data was collected using the Teacher Satisfaction Questionnaire and face-to-face interviews. Results indicated many teachers were frustrated and unprepared for the fast shift from in-person to online/virtual instruction, making it difficult for them to teach students with disabilities effectively online. Themes derived from the interviews touched on effective teaching, comfort with technology, and connection with students. The implications of the findings suggest how important it is for schools to make investments in technology and internet access for students who otherwise would not have access to either. Teachers should receive regular training on the resources used for virtual learning. Schools need to provide students with access to technical support and problem-solving services. Results indicate administrative level guidelines and feedback are an important way to alleviate the stress of teachers. Schools also need to make investments in technology and internet access for students who otherwise would not have access to either. Extensive professional development and administrative guidance may lead to more effective online teaching and positive teacher perceptions of virtual teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED638799