Educators' perceptions on students with disabilities, inclusion and instructional technology after COVID-19

ABSTRACT

Inclusion for students with disabilities in general education settings has become more popular with the use of technology. How educators perceive inclusion, students with disabilities, and technology has dramatically influenced technology incorporating in inclusive environments. The purpose of this qualitative study was to examine how perceptions of educators on inclusion, students with disabilities, and the incorporation of technology in instruction before and after COVID-19 affected inclusive practices for students with disabilities. This study focused on finding out how teachers' experience and knowledge affected how inclusion was planned and implemented for students with disabilities. This study utilized the use of email interviews (N-10) among participants in an urban district in southern California. The result of this study indicated that teachers' experience, knowledge, and support received about inclusion and students with disabilities greatly affected their willingness to use technology and implement inclusion in general education settings. In addition, the data indicated that educators needed continuous professional training and ongoing support about inclusive practices, accommodations for students with disabilities, and technology for successfully implementing inclusive education for students with disabilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)