Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Antoinette Myers

Abstract

When the COVID-19 pandemic occurred, education had unexpected impacts, including the closure of schools and the disruption of learning for students. Students with disabilities experienced increased challenges related to these impacts. The problem was to understand the challenges of secondary special education teachers and parents to meet the individualized needs of students with disabilities when transitioning from in-classroom to online learning during the COVID-19 pandemic in Wyoming. The purpose of this basic qualitative study was to examine the challenges of secondary special education teachers and parents during the transition from in-classroom to online learning for students with disabilities and identify future supports for this kind of transition to online learning. The conceptual framework for this research was the Schlossberg transition model and the variables of changing from one life event to another. The guiding research question pertained to challenges special education teachers and parents experienced during their transition to online learning. The basic qualitative research design examined the lived experiences of four teachers and two parents through an interview and a questionnaire. The data were analyzed for emerging ideas and patterns to code, compile, and develop into themes and subthemes. The analyzed results indicated that not all learning software was appropriate as planned to support special education student learning. Another finding was that constant communication between teachers and students had positive results. The implications for positive social change may be improved practices for possible transitions from future in-classroom to online learning to enhance student achievement.

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