Page 47 - 2022_Jour_89-1

Remote Learning Use of Technology and Delivery of Virtual Special
Education Services
Most K–12 schools have learning management systems, devices, software
applications, and online programs to support students with disabilities and their
peers. Prior to the pandemic, the use of or the integration of technology was focused
inside the classroom to support instruction for individual students, and most teachers
did not receive education on how to use the digital tools and technology as a primary
instructional platform (Gunter & Reeves, 2017; Hinostroza et al., 2015; Pittman &
Gains, 2015). Teachers who worked with students and families who lived in low
socioeconomic households and students who were English Language Learners
(ELL) voiced that access and connectivity were not easy:
There is a disparity between high SES areas and low-tech access; even
though the district distributed Chromebooks and hotspots…our ELL families
seem to have a particularly hard time with access. The language used for
connecting technology is often not within their common vocabulary.
Participants identified a need for more training and understanding of how to
deliver quickly and dynamically over the Internet. The need for swiftness seemed
to influence plans not only for services provided
daily but also for those provided long-term, such
as extended school year (ESY). One district’s [The study] targeted identifying
ESY coordinator expressed this need in this
way: “It was difficult because I had to change the challenges and triumphs
gears from ‘in-person’ to ‘virtual’ ESY with 2
weeks to spare in planning and organizing and education professionals found
with little know-how for some technology.” as they traversed from school
Administrators recognized teachers’ efforts to
switch to remote learning—some without formal closures to remote delivery
training. An administrator from a small district
said, “Teachers deserve to hear appreciation for because of the COVID-19 global
the adjustments they made so quickly and many
without truly knowing what they were in for. pandemic.
They helped one another with the technology in
continual ways when needed.”
Participants also expressed challenges concerning the delivery of related
services. For example, one noted, “Some of these kiddos have 3+ related-service
providers and their general education and special education teacher.” At the same
time, related-service delivery gave educators a renewed appreciation for the
support from administrators and related-service personnel. The repeated comment
expressed was
Everyone is so overwhelmed, yet they truly come together when someone
says they have a need. Tons of brainstorming for solutions happen at the end
of virtual meetings, and it is so awesome to see and hear our teams working
together so quickly and being so willing to do what it takes to get the kiddos
the services they need.
Many challenges were also expressed about screen-engagement concerns for
students with severe disabilities. However, there were also some surprises for those
directly involved in remote teaching of students with disabilities. Several made
comments similar to this one:

Changing Perspectives on Teaching and Learning 45