Special education staff well-being and the effectiveness of remote services during the COVID-19 pandemic.

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID-19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web-based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well-being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self-efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.

Special education staff well‐being and the effectiveness of remote services during the COVID‐19 pandemic

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID‐19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web‐based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well‐being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self‐efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning. Highlights Most respondents continued to adhere to federally mandated special education timelines, procedures, and documentation during remote learning. Respondents reported lower levels of efficacy and school connectedness during remote learning as compared with a typical school year. School connectedness and efficacy were significant predictors ofrespondents' attitudes towards the effectiveness of remote special education services.