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that students without access were not consistent in their participation during remote
learning due to struggles to access Internet connectivity or did not always understand
how to use the provided technology platforms. One added, “…online learning is
a difficult task for our students with the most severe disabilities, particularly our
students in center programs. I worry they are not receiving the support and education
they deserve.”
Other participants saw the Internet access challenge differently and framed
it with another mindset. As one acknowledged, “The students are having trouble
accessing the Internet… However, I can honestly state our district did an amazing
job coming together to create an effective virtual learning platform for students with
disabilities.”
Many comments alluded to the empathy participants felt for the families with
whom they worked. The frustration they knew existed in trying to sustain a remote
teaching environment at home came through in their qualitative comments. The
comment seen across the qualitative discussion of challenges was familiar:
Our families have been so overwhelmed, and understandably, by trying to
support the needs of their children with disabilities. I also think we educators
have become more understanding and compassionate toward our families
because we also endure the fallouts caused by the pandemic. We are all in
this together.
Educators also expressed triumphs of understanding came from the dependence on
home support: “I think our families have been more compassionate to us educators
because they get firsthand experience teaching/supporting in a new role (parent
playing educator). This collaboration has been the silver lining outcome of the home
learning experience thus far.”
A triumph in having home support was seen when respondents recognized that
digital tools and technology used before the pandemic provided a positive element.
One participant mentioned, “Most of our students and parents had been trained and
received help in using many tablet applications and therefore were familiar with
supporting their children to some degree using technology.” Many participants
agreed with one teacher who said, “It is a plus that the school gave every student
a technology device for home if needed. They just had to let us know and [have]
someone to pick it up.” In addition, another said, “Every student had a Chromebook
from our school, and the district positioned buses with hotspots in designated
neighborhoods, so the Internet was there. Parents were knowledgeable about the
basics, which kept them somewhat involved with keeping their kids attending.”

Teacher Fatigue and Exhaustion
The participants addressed the drain from feeling that work was never finished.
Many expressed that they moved from in-person to remote learning overnight without
the training and knowledge needed to set up their workstations in an environment
outside of the classroom. One teacher commented:
I no longer have my support system to ensure that all students pay attention
and that materials are ready for everyone. They are trying to scramble to
be online with students who need them the most. The days are long, and
everyone looks tired before we start.
Administrators and other educators expressed their feeling about the days
blending into one another. Those in administrative positions were concerned for their
teachers and staff as they said the needs were great. One administrator said, “Many

Changing Perspectives on Teaching and Learning 43