Strategies and Challenges to Teaching Students with Special Needs during a Pandemic

The COVID-19 pandemic has led to immediate school closures resulting in online learning. Online learning under such circumstances has presented challenges for teachers of students with mild to extensive support needs. The current study interviewed twenty special education teachers about the strategies they used when teaching online and the challenges they faced. Teachers discussed several strategies including the use of direct instruction, providing active engagement, caregiver involvement, and their frequent use of informal assessments. Challenges included time constraints and student inattention. Findings of this study can be used to inform strategies to use when teaching students with special needs online and in future online emergency teaching environments.

A Participatory Pedagogical Model for Online Distance Learning: Ideation and Implementation

In spite of its increasing popularity, distance education faces challenges -- levels of digital literacy, access to technology, workload and time management, students' feelings of isolation and disconnection -- that can have a significant impact on the experience of the learners. In addressing these issues, we propose a pedagogical model for distance learning which promotes the synergy of eight ingredients -- Community, Openness, Multimodality, Participation, Personalisation, Learning, Experience, Technological-Enhancement, with their initial letters generating the acronym COMP-PLETE -- for the shaping of a highly participatory online learning experience and the creation of an active and cohesive community characterised by a strong sense of commitment towards the learning of the individuals and that of the group. This paper presents the theoretical rationale for and implementation of COMP-PLETE. It also provides recommendations for researchers and practitioners interested in cultivating an online learning community which responds well to the aforementioned challenges posed by distance education.

School Personnel Perceptions of Video Conference Individualized Education Program Meetings

Due to the COVID-19 pandemic, many schools in the U.S. pivoted to provide services to students using technology to mitigate the need for face-to-face interactions. In addition to providing instruction using distance technology, it was necessary for schools to conduct much of their other business in a way that limited face-to-face interactions, including Individualized Education Program (IEP) meetings for students who receive special education services. This study sought to better understand the extent to which school personnel believe they will continue to use a video conference format for IEP meetings, even without the existence of school policy restricting face-to-face events. Additionally, barriers and facilitators related to video conference IEP meetings were explored. A survey was completed by school professionals (n = 292) that included responses to Likert-scale items related to video conference IEP meetings as well as open-ended qualitative items to better understand respondent perceptions. Results suggest school personnel generally believe that video conference IEP meetings can be beneficial and should be offered as an option to IEP teams. In addition, qualitative data related to barriers and facilitators have been provided. Implications for school personnel and future research have also been described.

Maximizing Writing Interventions for Individuals Receiving Special Education Services Through Technological Applications in the Elementary Classroom

Since its inception, special education has historically been an underfunded federal mandate leaving states and school districts unable to offer more than a basic level of support for individuals with disabilities. The amount and frequency of time allotted for special services including Speech Therapy, Occupational Therapy, and Physical Therapy is not sufficient for making significant and lasting progress, and many parents have expressed dissatisfaction with the current service delivery model. In this paper, we explore the issue of accessibility and how technology may play a role in leveling the playing field for students who, prior to this COVID-19 pandemic, were receiving inadequate levels of intervention to make progress on goals outlined within their Individualized Education Program. We explore one teacher's experience implementing a new application in her classroom aimed at increasing writing accuracy, while addressing the need for platforms that are engaging and promote parent participation.

Finding a New Order through Remote Teaching

Adversity takes us out of our comfort zone and leads us in search of solutions to face it. That was the case with remote teaching, that came to solve problems faced by education during the Covid-19 pandemic. The apparent chaos caused by the urgent need for change in the teaching methods, gradually revealed to be ordered and promising in some aspect. It is this new order that we will address in this paper: the intensification of the individualized instruction. The experience described here occurred with a freshman class of the Interior Design course at the School of Fine Arts at the Federal University of Rio de Janeiro, UFRJ. The course's conduction underwent changes according to the student's responses, based on John Dewey's technic of thought construction and Jean Piaget's method of critical exploration. The experiment exposes a way to apply remote teaching to detect how each student learns the topics given in class, when it is presented to the class in a collective way, then guide each one through the appropriated path for them.

The Secrets to Aging Well: Animal Interactions, Social Connections, Volunteerism, and More

This editorial synthesizes the findings of eight studies in the latest issue of Activities, Adaptation & Aging: Dignified and Purposeful Living for Older Adults. The findings encapsulate the factors that contribute to aging well and improving the quality of life for older adults, including active leisure participation, adopting leisure activities, animal interactions, community center involvement, individualized information, mental and physical well-being strategies, social resources and support, and volunteering. These factors not only inform practitioners working with older adults but also provide insights for individuals seeking to age well. The resilience of older adults during the COVID-19 pandemic is also discussed, emphasizing the importance of speaking positively about aging. [ FROM AUTHOR] Copyright of Activities, Adaptation & Aging is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Predicting Parent Trust Based on Professionals' Communication Skills

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child's professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation of professionals' communication skills and parent trust of professionals. A total of 165 parents responded to an online survey during the COVID-19 pandemic. The results indicated that professionals' communication skills had a significant and moderately positive relationship with the parent trust of professionals. Hierarchical multiple regression analyses indicated that parents' ratings of professionals' communication competence, and professionals' use of in-person communication were the only predictors of parent trust of special education professionals, even when other factors were considered. This study's findings draw attention to the importance communication skills may have in establishing and maintaining trusting relationships with parents.

Using DEC-Recommended Practices to Support Virtual Classrooms and Remote Learning

The global pandemic has meant that some schools are back in session with new and changing rules, and others are providing remote learning. The U.S. Department of Education has addressed specialized instruction through remote learning for children with disabilities, including addressing misconceptions about service delivery for children with disabilities making clear that school districts and early intervention programs are mandated to continue providing meaningful educational opportunities for children with disabilities (United States Department of Education, 2020). Children with disabilities have a right to services that address their IEP goals during the pandemic, and teachers are being asked to be innovative and flexible and work with families to create equitable learning opportunities to support children's interactions with each other. During this unusual and difficult time, many families do not have access to email to answer questionnaires, limited capacity to answer phone calls, unreliable or no access to the internet, or no or inadequate devices to support instructional platforms. District and school leaders need to support teachers in identifying and addressing these challenges to provide equitable access to learning opportunities. In this article, the authors provide strategies for quality virtual instruction with an emphasis on family engagement.

Personalized learning and teacher stress: A narrative of middle school teachers' experiences during the COVID-19 pandemic

Personalized learning allows middle school teachers to design and adjust learning pathways for their students that recognize and respond to each student's interests, past achievements, and academic and social emotional needs. Teachers act as guides and partners in students' individualized educational journeys as they orchestrate differentiated learning options and timelines for their students within this instructional framework. The magnitude of the required time and effort to implement personalized learning can contribute to teachers' fluctuating levels of stress. This narrative case study sought to unveil suburban middle school teachers' unique experiences and perceptions about their levels of instructional autonomy, stress, and job satisfaction as they engaged in all aspects of personalizing learning for students. The teachers illustrated their experiences over several months through detailed revelations about specific locations, times, and their evolving emotions related to collegial and student interactions. The element of time, a central factor of the narrative, became an unexpectedly consequential influence in this study as it was undertaken during the COVID-19 global pandemic. The narrative resulting from the intimate reflections of the teachers when personalizing learning for students during the pandemic illuminates the teachers' typically cloaked lived experiences. The teachers' remarkable stories are delicately epitomized through three emergent themes: "It's all about the students," current stress is related to COVID-19 - not personalization, and "I love what I do.". (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Special education and the children of COVID-19

The majority of children receiving special education services in the United States are participating in the general education curriculum. Special education programming is closely regulated, creating environments where school districts must consider compliance issues, often neglecting the instructional needs of individual students. The Exceptional Children team in a large urban district in a Southeastern state created a "playbook" to support teachers and families in navigating and succeeding in a distance learning environment (District, 2020). This playbook will be useful for educators and families to ensure each and every child receives the assistance they need to be successful learners throughout their schooling. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Public Investment Fund and Salman's state: the political drivers of sovereign wealth management in Saudi Arabia

Saudi Arabia's Public Investment Fund (PIF) has grown from marginal player to the most important economic actor in the Kingdom since 2015. Nevertheless, we know surprisingly little about the political economy of the PIF revamp. Against an unfavorable macroeconomic backdrop, I argue that shifts in PIF organization and orientation are fundamentally driven by the centralization of power within the circles of the Saudi ruling family since the rise of Mohammed bin Salman (MBS). The fund's governance framework and network of insiders forming the board of directors mirror the concentration of authority around MBS. In turn, PIF domestic activities shifted from scattered investment patterns associated with the competing influence of senior decision-makers to a highly authoritative and personalized strategy. Moreover, the PIF's response to COVID-19 further exemplifies the turn from a conservative strategy toward a short-term oriented approach to sovereign wealth management. Going beyond macro-level economic and institutional dynamics, the article introduces the role of political agency in SWF choices by stressing how political actors and the distribution of power within ruling elites shape SWFs. The article thus adds to the scholarship on domestic drivers of SWFs and contributes to debates surrounding the interplay between states and markets under processes of financialization.

Investigating boredom within the context of sixth-grade mathematics classes

This dissertation examined how the perception of the achievement-emotion of boredom impacted the academic agency of sixth-grade mathematics students. The study for this dissertation was completed during the Covid 19 pandemic. Through an explanatory sequential mixed methods study, sixth-grade mathematics student volunteers from a Midwest middle school responded to survey items on achievement-emotions as well as shared their perspectives about their perception of boredom in three mathematics settings: classroom, studying and/or independent learning, and testing. Eleven of the 69 sixth-grade mathematic students participated in three rounds of data collection: the AEQ-M Survey, homogenous focus group discussions, and individual interviews. A repeated measure within-subject ANOVA was used to analyze the quantitative data from the survey. The results of the focus group discussions and the individual interviews were coded and organized into themes of control and value.The results show that sixth grade mathematics students perceived boredom in all three classroom settings: classroom, studying and/or independent learning, and testing. While discussing the perception of boredom, the sixth-grade mathematics students used descriptors of control and value, such as mathematics skills, executive functioning, intentional distractions, persistence of time, along with positive and negative appraisals. While discussing the perception of boredom, the same students used descriptors of value, such as positive and negative appraisal as well as influencers, those people in a sixth-grade mathematics student's life that influenced their beliefs about the value of mathematics. Different mathematics settings elicited distinct achievement-emotions, along with varying levels of perceptions of those achievement-emotions. Perceptions of boredom differed greatly as demonstrated by discussions comparing their ability to stay awake in class due to boredom and compared to persevering while studying independently. In this study, the perception of boredom was identified by the participants prior to, during, and/or after a test. The participants discussed patterns of behaviors consistent with control-value theory and with the process of self-regulation. These patterns worked together to create a triad for boredom agency-a course of action for sixth-grade mathematics students to pursue while striving to achieve academic goals, all while being confronted with the perception of boredom. This study identifies implications for future research, considerations for high stakes testing, as well as a reflection on how teachers of sixth grade mathematics students can help to scaffold the development of academic agency when their students are facing boredom. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Elementary principal coach perceptions regarding the needs and strengths of first-year principals

To support first-year principals as they transition into their new leadership role, more and more school districts are enlisting principal coaches to help principals through this period in order to help them achieve greater success in their first year and beyond. The purpose of this study is to understand the perspectives of current principal coaches on the diverse needs of first-year principals. The overarching research question used to frame this study was: What are the perceptions of principal coaches about supporting the diverse needs of first-year principals? Research sub-questions were: How do principal coaches support first-year principals as they transition into their principalship? How do principal coaches describe the emerging needs of first-year principals? How do principal coaches determine the processes and tools needed to develop first-year principals as they acclimate to their new responsibilities and grow in principal proficiency? A qualitative multiple case study approach with cross-case analysis was used as the research method. Social constructivist theory of adult learning was used as the theoretical framework to sort, analyze, and interpret collected data. Research data was obtained through multiple sources, including participant interviews, and collected documents and audiovisual materials. Participants included three principal coaches and three first-year principals. Each coach was working with one of the principal participants during the time of this study. This study was conducted in a large south-central geographic metropolitan area of Texas. The findings produced four themes: complexity of principal coaching;diverse needs of first-year principals;progression of work with first-year principals;and coaching during the COVID-19 pandemic. Findings show that first-year principals truly have unique needs, and coaching greatly impacts the development of first-year principals based on their individual leadership circumstances. Additionally, coaching is a complex process with various layers involved in how principal coaches determine the processes and tools needed to develop first-year principals. Findings from this study can offer school districts and principal supervisors' insight into other possible supports that might be necessary to help develop first-year principal capacity. Additionally, various stakeholders can utilize this study's findings in thinking through developing novice principal coaching programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Students in out‐of‐home care: Their experiences of Transforming Educational Achievement for Children at Risk, an Australian education programme

Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper.

Making Flexibility More I-Deal: Advancing Work-Life Equality Collectively

Current research on negotiated individualized flexible work arrangements focuses on highly paid, skilled professional workers. We refer to this as "flexibility through privilege,” the ability to obtain "flexibility I-deals,” due to high labor market power. Yet as work-life tensions grow across occupations globally, most individuals need increased access to flexibility. As the COVID-19 pandemic illuminated, work-life equality, the ability of workers to have equal access to, opportunity to use, and benefit from flexible working arrangements is a rising form of job inequality. We examine how existing flexibility i-deals can be reconceptualized more broadly to include collectively bargained arrangements across many occupations, and flexible working forms. Our essay advances understanding by (1) broadening notions of the typical employee and occupation involved;(2) expanding negotiation processes beyond an organizational sphere of control;(3) identifying new forms of negotiated flexibility such as control over work-life boundaries and technological availability;and (4) addressing not only employer-employee mutual benefits, but larger societal interests concurrent with new tensions and unintended consequences of mainstreamed implementation. We propose the term "collective flexibility” as the collective right of workers to customize their work schedule, place, workload, boundaries, connectivity, and employment mode with their employer and other stakeholders to benefit employers, employees, and society. We offer a future research agenda. Expanding how we frame and study what a flexibility i-deal is with a collective approach regarding how they are accessed, negotiated, maintained, and who they serve may enhance their potential as a lever for social change to advance economic, social, and health employment rights.

Case report: Individualized pulsed electromagnetic field therapy in a Long COVID patient using the Adaptive Force as biomarker.

The increasing prevalence of Long COVID is an imminent public health disaster, and established approaches have not provided adequate diagnostics or treatments. Recently, anesthetic blockade of the stellate ganglion was reported to improve Long COVID symptoms in a small case series, purportedly by "rebooting" the autonomic nervous system. Here, we present a novel diagnostic approach based on the Adaptive Force (AF), and report sustained positive outcome for one severely affected Long COVID patient using individualized pulsed electromagnetic field (PEMF) at the area C7/T1. AF reflects the capacity of the neuromuscular system to adapt adequately to external forces in an isometric holding manner. In case, maximal isometric AF (AFisomax) is exceeded, the muscle merges into eccentric muscle action. Thereby, the force usually increases further until maximal AF (AFmax) is reached. In case adaptation is optimal, AFisomax is ~99-100% of AFmax. This holding capacity (AFisomax) was found to be vulnerable to disruption by unpleasant stimulus and, hence, was regarded as functional parameter. AF was assessed by an objectified manual muscle test using a handheld device. Prior to treatment, AFisomax was considerably lower than AFmax for hip flexors (62 N = ~28% AFmax) and elbow flexors (71 N = ~44% AFmax); i.e., maximal holding capacity was significantly reduced, indicating dysfunctional motor control. We tested PEMF at C7/T1, identified a frequency that improved neuromuscular function, and applied it for ~15 min. Immediately post-treatment, AFisomax increased to ~210 N (~100% AFmax) at hip and 184 N (~100% AFmax) at elbow. Subjective Long COVID symptoms resolved the following day. At 4 weeks post-treatment, maximal holding capacity was still on a similarly high level as for immediately post-treatment (~100% AFmax) and patient was symptom-free. At 6 months the patient's Long COVID symptoms have not returned. This case report suggests (1) AF could be a promising diagnostic for post-infectious illness, (2) AF can be used to test effective treatments for post-infectious illness, and (3) individualized PEMF may resolve post-infectious symptoms.

Equity through Innovation in Teaching and Learning: A Student-Centered Approach to Systemwide Implementation of Direct Assessment CBE

The California Community Colleges (CCC) system has adopted an equity-imperative approach to systemic reforms. As part of this effort, and to meet the state's workforce demands of the future, the system has focused on better serving the needs of adult learners, those between the ages of 25 and 64 with some college but no degree. The current impact of COVID-19 has exacerbated the inequitable learning experiences of minoritized students and has forced the system to reimagine teaching and learning, with urgency. With a heightened focus on access, persistence, and the success of CCC students, direct assessment competency-based education (CBE) through self-paced learning, high-touch and high-tech student support is a clear next step in the evolution of teaching and learning to meet the needs of adult learners. This paper discusses the impetus for such innovation and the CCC system's effort to add direct assessment CBE to its educational offerings.

The Rising Tide That Lifts All Boats: Investing Stimulus Dollars with an Equity Focus

The recent federal American Rescue Plan (ARP), passed into law by Congress, provides an unprecedented investment in education, giving schools and districts access to funds to address the needs of students more holistically. "The Rising Tide that Lifts All Boats: Investing Stimulus Dollars with an Equity Focus," provides several specific strategies that districts, schools, and educators should consider to optimize the positive impact of stimulus dollars on students, especially those with disabilities. This resource encourages decision-makers to be mindful of the need to pace the allocation of resources over the entire authorized period to optimize the impact of all efforts in a comprehensive way.

Got COVID-19 Cabin Fever? Journey through Space in Search of Habitable Alien Worlds from Wherever You Learn

Fall 2020 presented myriad challenges for teachers trying to plan curricula to meet students' social-emotional and learning needs following an unprecedented spring and summer of isolation and loss due to the pandemic caused by SARS-CoV-2 (Rivera and Wallace 2020). The result of creative planning and adjusting of curricula for remote instruction led to a new component of thinking about differentiation: Beyond differentiating to students in the classroom, teachers were and continue to differentiate to students in different learning environments. The unit presented in this article is an example of how the authors reimagined their Earth and Space Science class for ninth- and tenth-grade students for remote instruction that included strong data analysis and critical-thinking components. As written, the unit emphasizes building a strong classroom community online, creates opportunities for students to follow their own curiosity, and teaches transferable skills--specifically argumentative writing skills--that will support students' success across subject areas.