Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

An Overview of the Challenges and Resources Special Education Professionals Reported During the Early COVID-19 Pandemic

Ai Kamei, Ph.D., Kathryn Lubniewski, Ed.D., Stacy Lauderdale Littin, Ph.D., BCBA-D., Carol McArthur-Amedeo, Ed.D., Mary Haspel, Ed.D., BCBA-D., Wendy Harriott, Ph.D.
  • Ai Kamei, Ph.D. (Author) Monmouth University image/svg+xml
    Ai Kamei, Ph.D. is an Associate Professor and an interim chair in the Department of Special Education at Monmouth University. Her research interests include evidence-based strategies for classroom and behavior management in inclusive settings, social emotional learning, teacher education, and students and families from diverse backgrounds. Dr. Kamei received her Ph.D. in Special Education from University of North Carolina at Greensboro (2013), M.S. and B.A. in Special Education from Osaka Kyoiku University (2006, 2003).
  • Kathryn Lubniewski, Ed.D. (Author) Monmouth University
    Kathryn Lubniewski, Ed.D. is an Associate Professor at Monmouth University. She earned a doctorate from West Virginia University in special education. Her B.S. in multi-disciplinary studies and M.A. in elementary education were also from West Virginia University. She acquired additional certification in multi-categorical special education and early childhood education. Her current scholarship focuses on educational impacts of the COVID-19 pandemic and the design and implementation of educational apps for students with communication disorders.
  • Stacy Lauderdale Littin, Ph.D., BCBA-D. (Author) Monmouth University
    Stacy Lauderdale-Littin, Ph.D., BCBA-D. is an Associate Professor in the Department of Special Education at Monmouth University where she coordinates the Masters in Education-Autism track, Masters in Education-Autism and Applied Behavior Analysis track and Applied Behavior Analysis certificate programs focused on training future teachers and behaviorists to work with students with autism. She spent 6 years as an elementary school teacher for children with autism in Los Angeles before attending graduate school at University of California, Riverside (UCR) where she received her Ph.D. in Special Education. She also completed a post- doctoral fellowship at the Douglass Developmental Disabilities Center at Rutgers University focusing on skill acquisition and behavior reduction procedures within the classroom setting. Her research interests include student-teacher relationships, parent-teacher relationships, and the implementation of evidence-based practices for students with autism in the classroom.
  • Carol McArthur-Amedeo, Ed.D. (Author) Monmouth University
    Carol Mcarthur-Amedeo, Ed.D. is a Lecturer and Program Director of Graduate Programs in the Department of Special Education at Monmouth University in New Jersey. She currently teaches courses at the graduate and undergraduate level in the special education teacher preparation program. She earned her master’s degree from Fairleigh Dickinson University, and her doctorate from Rutgers University, the State University of New Jersey. Her research interests include teacher preparation, teacher retention, transition to adult life, science education, and technology in special education.
  • Mary Haspel, Ed.D., BCBA-D. (Author) Monmouth University
    Mary Haspel, Ed.D., BCBA-D. is an assistant professor in the Department of Special Education at Monmouth University. She currently teaches coursework for the Applied Behavior Analysis certificate program, the Autism Studies graduate program, and the undergraduate and graduate Special Education Endorsement programs. Prior to working at Monmouth, she served as the Autism and Multiple Disabilities Specialist for the New Jersey Department of Education, as well as a training coordinator for Douglass Developmental Disabilities Center at Rutgers University. Dr. Haspel received her doctorate from West Virginia University, her Master’s degree in special education at the Catholic University of America in Washington D.C., is a Board Certified Behavioral Analyst with pending doctoral designation by the Behavioral Analyst Certification Board (BACB). Her research interests include utilization of evidence-based practices in autism, effective teacher training modalities and function-based assessment and intervention.
  • Wendy Harriott, Ph.D. (Author) Monmouth University
    Wendy Harriott, Ph.D. is the Interim Dean for the School of Education at Monmouth University. She is also an Associate Professor in the Department of Special Education. She currently teaches classes in the EdD program on adult learning theory, motivation, and leadership. Her current research interests include teacher preparation, and higher education leadership. Dr. Harriott received her PhD in Special Education from The Pennsylvania State University, a MS in Special Education from Marywood University, and a BS in Special Education from Bloomsburg University.
DOI
https://doi.org/10.64546/jaasep.537
Abstract
With the onset of COVID-19, school districts were forced to rapidly engage in planning and development of resources for remote instruction during spring of the 2020 school year, and many special education professionals reported difficulties meeting student needs. In order to portrait the initial challenges and concerns related to remote instruction faced by these professionals, data were collected from a Council for Exceptional Children (CEC) public forum from March 7 to April 21 of 2020. Content analysis method was used to determine themes related to challenges with meeting the needs of students with special needs and resources utilized to overcome these challenges. From 638 entries, five major issues were identified: (a) challenges with using instructional technologies appropriately, (b) students’ engagement, (c) collaboration with families, (d) exacerbated inequity, and (e) needs for clear guidance during a crisis. Areas of improvement and future implications for remote learning for special education are discussed.
Keywords
Barriers, COVID-19, Distance Education, Educational Technology, Equal Education, Family School Relationship
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How to Cite
Kamei, A., Lubniewski, K., Littin, S. L., Mcarthur-Amedeo, C., Haspel, M., & Harriott, W. (2024). An Overview of the Challenges and Resources Special Education Professionals Reported During the Early COVID-19 Pandemic. Journal of the American Academy of Special Education Professionals, 19(1), 8-29. https://doi.org/10.64546/jaasep.537

Winter 2024

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  • Article Type Articles
  • Submitted December 17, 2023
  • Published February 15, 2024
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