Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures.
The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who...
| Publicado en: | Behavioral Disorders Vol. 47; no. 4; pp. 270 - 282 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157637384&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157637384 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2022 vid: 47 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 157637384 154732937 157637384 157637384 10.1177/01987429211067472 157637384 ppf: 270 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures. aug: au: Bruhn, Allison Choi, Youn-Jeng McDaniel, Sara Mathews, Hannah Morris Hirsch, Shanna Eisner affil: The University of Iowa, Iowa City, USA sug: subj: COVID-19 Pandemic Education, Special Behavioral and Mental Disorders Stay-at-Home Orders Learning Environment Children with Disabilities Education Teachers Psychosocial Factors Needs Assessment Human Digital Technology Utilization Remote Access to Information Internet Male Female Child, Preschool Child Adolescence Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Male Female ab: The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents' perceptions of their ability to meet students' needs and implement their students' Individualized Education Programs (IEPs) were moderated by policies on remote instruction and students' access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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