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Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(9-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-20240446

ABSTRACT

As the need for virtual instruction increased due to the COVID-19 pandemic, teachers faced changes in the way they had to instruct students. This sudden change impacted the delivery of information by middle school teachers who had been accustomed to the traditional (face-to-face) method of instructing their students with disabilities. This study was designed to explore teachers' perspectives on the challenges facing middle school students with disabilities in a virtual classroom during the COVID-19 pandemic. Three research questions guided the study: (a) What were teachers' perspectives on their preparation to deliver virtual instruction? (b) What strategies were implemented to serve students with disabilities in the virtual classroom?(c) What were teachers' perspectives on the benefits and challenges of virtual instruction for students with disabilities? The researcher used data from a demographic survey and interview questions from 15 special education and regular elementary, middle, and high school teachers of students with disabilities to explore the teachers' perspectives on the transition from traditional instruction to virtual instruction. Three themes evolved: Professional Development/Training in technology and adapting virtual learning to students with disabilities, Strategies to better assist these students in virtual learning, and Challenges and Benefits of teachers' transition from traditional to virtual instruction. The results of this study showed a need for professional training to provide new strategies to assist educators as they transition from traditional to virtual instruction. The study also revealed that teachers faced challenges while instructing students virtually, although teachers acknowledged some benefits. Study implications were that teachers found the transition difficult and encountered many problems with their students not experienced in the traditional classroom. Further research is needed with larger populations to explore teachers' transitions from traditional to virtual instruction, their needs for professional development and training, and means of support for students with disabilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

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