Date of Conferral
7-18-2024
Date of Award
July 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Jo Desoto
Abstract
The problem this study addressed was that K-12 special education teachers were challenged with using effective instructional and engagement practices in a virtual setting for students with disabilities. The purpose of this study was to explore K-12 special education teachers’ experiences with using effective instructional and engagement practices in a virtual setting for students with disabilities. The conceptual framework that supported this study was Kearsley and Shneiderman’s engagement theory: A framework for technology-based teaching and learning to improve students’ learning and engagement in a virtual setting. The research question for this study focused on what are K-12 special education teachers’ experiences using effective instructional and engagement practices in a virtual setting for students with disabilities in a midwestern state. A basic qualitative design was used for this study, and K-12 teachers participated in semistructured interviews. Data were analyzed using coding and thematic analysis procedures. The results produced the following themes: Special education teachers received limited training in a virtual setting, special education teachers needed training in a virtual setting, and special education teachers needed more resources in a virtual setting. This study may contribute to positive social change by increasing teachers’ knowledge of using effective instructional and engagement practices in a virtual setting for students with disabilities.
Recommended Citation
Taylor, Angela, "Special Education Teachers’ Experiences in a Virtual Setting" (2024). Walden Dissertations and Doctoral Studies. 16082.
https://scholarworks.waldenu.edu/dissertations/16082
