Secondary Educators' Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction
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| Title: | Secondary Educators' Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction |
|---|---|
| Language: | English |
| Authors: | Ray, Amber B. (ORCID |
| Source: | Journal of Special Education Technology. 2023 38(4):472-487. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Special Education Teachers, Language Arts, Distance Education, In Person Learning, COVID-19, Pandemics, Writing Assignments, Writing Instruction, Students with Disabilities, Accessibility (for Disabled), Teacher Characteristics, Technology Uses in Education, Teacher Attitudes, Self Efficacy, Writing (Composition), Teacher Competencies, Teacher Education, Evidence Based Practice, High School Teachers |
| DOI: | 10.1177/01626434221142816 |
| ISSN: | 0162-6434 2381-3121 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1397502 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434221142816 |
