Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jennifer Courduff

Abstract

Elementary special education teachers are required to provide online learning instruction to students with disabilities as schools are navigating through the COVID -19 pandemic with a lack of information as to how to do so successfully. The purpose of this basic qualitative study was to explore the perceptions of elementary special education teachers in a school district in the southeastern United States on their pedagogical and technology concerns regarding the shift to online learning for students with disabilities. This study’s conceptual framework was based on Roger’s diffusion theory and concerns-based adoption model. The research questions addressed elementary special education teachers’ perceptions of the challenges of implementing online learning for students with disabilities as well as their pedagogical and technological concerns. The elementary special education teachers were chosen using purposeful sampling based on whether they currently or previously taught students with disabilities online. Data were collected from 10 elementary special education teachers using semi-structured interviews. The interviews were recorded, transcribed, and analyzed thematically. The key findings revealed how elementary special education teachers adapted their instruction online; how training for teachers and parents is required for successful online learning; and how challenges in the online environment, such as self-regulation, and lack of proper guidance impacts the learning of students with disabilities. This study could lead to positive social change through providing school leaders with insight into the perspectives of elementary special education teachers, allowing leaders to offer more relevant, targeted training and resources for delivering online instruction to students with disabilities.

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