Page 52 - 2022_Jour_89-1

conclusions drawn from this sample are not representative of other educational
professionals. Finally, the participants who completed the survey volunteered to
participate in the study and may differ from those who did not volunteer.

Table 7

SEL Critical Practices for Transition from Remote to In-Person Learning

SEL Critical Practice SEL Critical Practice Title

SEL Critical Practice 1 Take time to cultivate and deepen relationships, build partnerships, and
plan for SEL.
SEL Critical Practice 2 Design opportunities where adults can connect, heal, and build their
capacity to support students.
SEL Critical Practice 3 Create safe, supportive, and equitable learning environments that promote
all students’ social and emotional development.
SEL Critical Practice 4 Use data as an opportunity to share power, deepen relationships, and
continuously improve support for students, families, and staff.

Note: Adapted from Collaborative for Academic, Social, and Emotional Learning (2020, p. 3).

Conclusions
The ongoing COVID-19 pandemic continues to challenge educational
professionals with delivering special education services, particularly for those
students with intensive behavioral needs, namely students with EBD. This study
aimed to identify challenges and triumphs related to special education services
and COVID-19 from the perceptions of graduate students enrolled in educational
leadership and special education administration programs at a university. The study
results are important in developing interventions to address the academic and SEB
needs of students with disabilities in light of an ongoing pandemic. Implications
for practitioners in developing effective interventions to address challenges and
triumphs in delivering special education services include ideas for improving student
engagement and supporting students’ families. The findings suggest that evidence-
based practices that promote academic, SEB, and SEL skills development will result
in better learning environments and outcomes for students with disabilities and those
who live and work with them despite COVID-19 and the global pandemic.

References
Bailey, D. H., Duncan, G. J., Murnane, R. J., & Au Yeung, N. (2021). Achievement gaps in the
wake of COVID-19. Educational Researcher, 50(5), 266–275. https://doi.org/10.3102
/0013189X211011237
Bartlett, L. (2022). Specifying hybrid models of teachers’ work during COVID-19. Educational
Researcher, 51(2), 152–155. https://doi.org/10.3102/0013189X211069399
Center on Positive Behavioral Interventions and Supports. (2020, March). Creating a PBIS
behavior matrix for remote instruction. The University of Oregon. www.pbis.org
Center on Positive Behavioral Interventions and Supports, State Implementation and Scaling-up of
Evidence-Based Practices Center, National Integrated Multi-Tiered Systems of Support
Research Network, National Center on Improving Literacy, & Lead for Literacy Center.
(2020, June). Returning to school during and after a crisis: A guide to supporting states,

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