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Q3. What program are you currently enrolled in, or were you enrolled in, at the
University?
• Interdisciplinary Master’s (M.A.) Degree—Education Leadership and Special Education
• Interdisciplinary Educational Specialist (Ed.S.)
• Degree (Educational Leadership and Special Education)
• Doctorate (PhD) in Special Education
• Special Education Director non-degree
• Other; please specify __________________________________________

Section Two
In section two of the survey, you will be asked two questions. The first is about challenges, and the
second is about triumphs that you are experiencing or have experienced related to the delivery of
special education services for SWD [Students with Disabilities] via remote learning environments
due to school closures caused by the COVID-19 global pandemic. Each question has a number of
statements for you to choose from - all that apply based on your experiences. The last choice in each
list is blank for you to write in any statement not listed above. Finally, after each of the two questions,
there is an optional area for you to add any other experiences or comments you want to make related
to the survey topic.
For this survey, the following terms are defined as follows:
Special education professionals include directors, coordinators, resource teachers, generalists,
self-contained classroom teachers, special program teachers, special services providers (e.g.,
audiologists, occupational therapists [OT], physical therapists [PT], speech-language pathologists
[SLP], school orientation and mobility specialists, school psychologists, school social workers).
Remote learning environments include places where students receive special education
services other than face-to-face in-school services due to school closures because of the COVID-19
global pandemic. Examples include virtual learning environments, online learning environments,
home school environments, and alternative learning environments.
Q1. What challenges are you experiencing related to providing special education services for students
with disabilities in the face of the COVID-19 pandemic?
(Choose all that apply)
• Student’s ability to access the Internet
• Education professional ability to access the Internet
• Student lack of assistive technology devices (e.g., computer, tablet, smartphone) to complete
virtual school work
• Transition from face-to-face to virtual delivery of special education services
• Virtual IEP meetings
• Virtual IEP assessment
• Dependence on parents/family members to support teaching in home school environments
• Student engagement (e.g., difficulty logging into school site or not logging in)
• Student access to instructional materials
• Food insecurity
• Illness due to COVID-19 (e.g., self, student(s), family member)
• Student engagement (difficulty maintaining attention in virtual learning situations)
• Difficult to deliver services online (e.g., PT, OT)
• Fatigue/exhaustion from being available on email/online throughout the day
• Stress and worry about students being in unsafe and unsupported environments
• Other________________________________________________
Q2. What are the triumphs you have experienced related to providing special education services for
students with disabilities in the face of the COVID-19 pandemic?
(Choose all that apply)
• Mobile hotspots (e.g., school busses) parked in neighborhoods.
• Virtual professional development opportunities to assist educational professionals in learning
how to transition to virtual delivery of special education services.
• Virtual meetings scheduled (e.g., IEP meetings; IEP assessment; planning for delivery of special
education services).
• Webinars and other resources were made available to educational professionals to assist in
planning for the delivery of special education services.

Changing Perspectives on Teaching and Learning 53