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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 0000-0002-6527-7102), Poch, Apryl L., Datchuk, Shawn M. (ORCID 0000-0001-6551-5222)
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
FullText Text:
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  Data: Secondary Educators' Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction
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  Data: <searchLink fieldCode="AR" term="%22Ray%2C+Amber+B%2E%22">Ray, Amber B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6527-7102">0000-0002-6527-7102</externalLink>)<br /><searchLink fieldCode="AR" term="%22Poch%2C+Apryl+L%2E%22">Poch, Apryl L.</searchLink><br /><searchLink fieldCode="AR" term="%22Datchuk%2C+Shawn+M%2E%22">Datchuk, Shawn M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6551-5222">0000-0001-6551-5222</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2023 38(4):472-487.
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink>
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  Data: 10.1177/01626434221142816
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  Data: 0162-6434<br />2381-3121
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1397502
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        Value: 10.1177/01626434221142816
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      – Text: English
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        PageCount: 16
        StartPage: 472
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Accessibility (for Disabled)
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      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teacher Education
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: High School Teachers
        Type: general
    Titles:
      – TitleFull: Secondary Educators' Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction
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              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0162-6434
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              Value: 2381-3121
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              Value: 38
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            – TitleFull: Journal of Special Education Technology
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