G2TT
来源类型Report
规范类型报告
DOIhttps://doi.org/10.7249/RRA827-7
来源IDRR-A827-7
For Secondary Teachers Educating Students with Disabilities, 2021 Was a New Year with an Old Story: Findings from the American Educator Panels
Laura Stelitano; Heather Gomez-Bendaña; Lucas Greer
发表日期2022-03-03
出版年2022
页码20
语种英语
结论
  • Secondary principals overwhelmingly relied on collaborative service delivery models (primarily co-teaching) to educate SWD, regardless of whether their school was operating in person or remotely.
  • Just more than a third of secondary principals reported using only one service delivery model for SWD. This was more common in the highest poverty schools; 45 percent of principals in those schools reported that they had only one service delivery model in their school.
  • Nearly a quarter of secondary general educators reported having no additional support from other staff when educating SWD.
  • Secondary teachers' reports of their access to support for teaching SWD were relatively unchanged from 2019; general educators consistently reported having less-sufficient access to support than special educators did.
  • Secondary general educators were less confident than secondary special educators in their ability to use instructional practices for SWD.
摘要

The coronavirus disease 2019 (COVID-19) pandemic presented new challenges for educators who teach students with disabilities (SWD). Research on the experiences of SWD during the pandemic is limited, but what is known suggests that SWD access to services and supports declined during the pandemic and that steeper learning losses are likely. Pandemic interruptions may be particularly problematic for secondary SWD because they missed out on critical preparation experiences while approaching the transition to college and career. Given these disruptions, it is critical that educators have the support and training they need to accelerate learning for SWD moving forward.

,

In this report, the authors present national survey findings from secondary school principals and educators from the spring of the 2020–2021 school year, exploring educators' access to and use of supports for teaching SWD. The analysis focuses on the roles that teachers play (i.e., general or special educator) and the service delivery models that they use for teaching SWD. Despite the massive disruption brought about by the pandemic, many long-standing patterns in roles and support for educating SWD remained unchanged. These patterns shed light on the challenges that educators in secondary schools faced, even before the COVID-19 pandemic, that made effectively educating SWD in secondary schools so challenging during the pandemic.

目录 For Secondary Teachers Educating Students with Disabilities, 2021 Was a New Year with an Old Story: Findings from the American Educator Panels | RAND
主题Educational Equity ; People with Disabilities ; Principals ; Secondary Education ; Special Needs Populations ; Students ; Teachers and Teaching
URLhttps://www.rand.org/pubs/research_reports/RRA827-7.html
来源智库RAND Corporation (United States)
引用统计
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/524732
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Laura Stelitano,Heather Gomez-Bendaña,Lucas Greer. For Secondary Teachers Educating Students with Disabilities, 2021 Was a New Year with an Old Story: Findings from the American Educator Panels. 2022.
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