Journal article
Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction
Journal of special education technology, Vol.38(4), pp.472-487
12/2023
DOI: 10.1177/01626434221142816
Abstract
We report results of a national survey of secondary teachers who teach special education and/or English language arts in the United States. A total of 50 teachers from 27 different states completed the survey. In the survey, we asked teachers about their experience delivering distance and in-person instruction during the COVID-19 pandemic. We specifically focused on three broad areas: writing assignments, writing instructional practices, and adaptations used to support students with disabilities. We also collected information about teacher characteristics, technology use, and teacher attitudes and self-efficacy about writing. On average, teachers reported receiving minimal preparation to teach writing via distance or in-person instruction. When compared to in-person instruction, teachers reported using fewer writing assignments, evidence-based writing practices, and adaptations for students with disabilities during distance learning. We provide implications for teacher professional development and detail limitations related to sample size and response rate
Details
- Title: Subtitle
- Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction
- Creators
- Amber B. Ray - University of Illinois Urbana-ChampaignApryl L. Poch - University of Nebraska at OmahaShawn M. Datchuk - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of special education technology, Vol.38(4), pp.472-487
- DOI
- 10.1177/01626434221142816
- ISSN
- 0162-6434
- eISSN
- 2381-3121
- Publisher
- SAGE Publications
- Language
- English
- Electronic publication date
- 11/30/2022
- Date published
- 12/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371275402771
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