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Surprisingly, a few students have reported feeling more focused in the online
environment. They like that all their assignments are in one place (e.g.,
Google classroom), and they know where to find them. Seeing some students
rise to this new challenge of working more independently has been great.
Many participants reported that after recovering from the initial shock and the
scramble to move to remote learning, they provided what they considered adequate
teaching and learning. The teachers had good contact with students and caregivers
and believed they had a handle on providing effective and safe learning environments.
In addition, they saw the positive aspects of not being in the building face-to-face: “I
spend way less time on behavior management.”
Those in administrative positions repeated their concerns and frustrations about
the lack of ease in assessing students virtually for special education referrals and
ongoing services. However, they also had some pleasant reflections on the tenacity
and endurance of their staff members and those who supported students receiving
special education services. They shared several perspectives on this endurance:
Teachers and providers are amazing for transitioning from career-long in-
person teaching to solely remote learning in a few days. In addition, they
are commended for their continual and ongoing efforts to reach families and
keep students connected. They even used the old technology of writing notes
and putting them on doors of students not seen online in a while.

Discussion
Considering the ongoing nature of the COVID-19 pandemic and its possible
effects on schools, the findings from this study conducted in the summer of 2020
have relevance for practitioners. Even though schools have returned to in-person
learning for the most part, teachers and others continue to be challenged by issues
that they faced at the beginning of the pandemic, such as students’ inconsistency in
attendance and the critical need to engage and motivate students.
This study investigated the perceptions of
graduate students enrolled in degree and license
Even though schools have programs in one university-based educational
leadership preparation program. This study’s
returned to in-person learning findings align with prior research indicating
challenges with remote learning that have
for the most part, teachers and affected 55 million students in United States

others continue to be challenged schools (Bartlett, 2022; Galea et al., 2020;
Grossman et al., 2021; Santibanez & Guarino,
by issues that they faced at the 2021).
Key findings emerged from the study
beginning of the pandemic... related to the challenges and triumphs of
remote learning for providing special education
services based on educators’ perceptions from
working in the field. These findings include
the top challenges that emerged from participants’ perspectives related to student
engagement, reliance on help from families, technical difficulties for students,
teacher fatigue and exhaustion, and student absenteeism. In addition, the top
five triumphs that resulted from participants’ perceptions included availability of
breakfast and lunch for students; easy scheduling of and strong attendance at virtual
meetings (e.g., Individual Education Program [IEP]) with parents, teachers, and

46 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators