ABSTRACT
Prior to COVID-19, elementary and secondary education teachers worked with an ever-changing education program developed to meet the educational needs of students with disabilities. COVID-19 has created an environment of uncertainty in teaching students with masks with special needs in either face to face, or remote learners or a hybrid of the two methodologies. The study measured the attitudes and practices of the elementary and secondary special education teachers toward teaching students with disabilities during COVID-19 in Kansas. The elementary or secondary special education teacher has a complex and tumultuous set of unknown undertakings toward adequate preparation to provide the legally stated goals in an Individual Education Program and inclusion required for the Least Restrictive Environment. The COVID-19 pandemic also presented special conditions that varied from the national leadership, state to state, and to the specific local district superintendents and local building principals. Ultimately, this study researched what attitudes and practices towards special education have special education teachers in Kansas been experiencing during COVID-19. Also, the study addressed what modalities were used to meet IEP goals during COVID-19. . This document examines the attitudes and practices that the special education teachers experienced during COVID. It quantifies the use of the three main methods of instruction for students with special needs during COVID: face-to-face, remote or a hybrid of the two methods. (PsycInfo Database Record (c) 2023 APA, all rights reserved)