Date of Award
Doctor of Education (EDD)
College of Education
Jennifer J. Lesh
Diana L. Morales
Cortney D. Roberts
This study's purpose is to identify how the shift has impacted low-incidence special education teachers to remote learning during the COVID-19 pandemic. There is minimal research regarding the lived experiences of how low-incidence special education teachers teach remotely during the COVID-19 pandemic. This study will consist of evaluating how prepared low-incidence special education teachers felt they were for the demands of remote learning, how they mitigated the demands, what resources and support were received that were helpful, as well as what resources and support low-incidence special education teachers feel they still need to continue to teach remotely, and how their self-efficacy beliefs and feelings have been impacted during the shift while teaching during the COVID-19 pandemic. Low-incidence active special education teachers will participate in one-on-one interviews to share their experiences as low-incidence special education teachers teaching remotely during the COVID-19 pandemic. Outcomes to obtain include an evaluation that will be utilized for the preparation of programs and professional development opportunities to guide teachers regarding readiness for online learning, support, and resources for low-incidence special education teachers for school districts and administration.
The study population of interest is self-selected active low-incidence special education teachers from the South Florida area ranging from private to public schools during spring 2020 and fall 2020. The study will utilize a qualitative narrative design. This study will also serve as a pilot for future research on the topic.
Hatcher, C. S. (2023). Low-Incidence special education teachers lived experience teaching during COVID-19 [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/402