Petlik, A. (2022). Teacher perceptions of the social emotional impacts of remote learning on students with exceptionalities (Publication No. 30399773) [Doctoral dissertation, Central Connecticut State University]. ProQuest Dissertations & Theses Global.

Abstract:

“The COVID-19 pandemic forced a nationwide shutdown of in-person learning. Remote learning became the new, temporary model of education for students. The intention of this study was to gather teacher perceptions and experiences to understand the potential outcomes of remote learning on students with exceptionalities and their social and emotional learning. The theoretical foundation for this study was derived from four different models. These included the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) Five Competencies model, which focuses on social and emotional learning, and the Universal Design for Learning (UDL) model, which focuses on best practices to engage all learners in their environment. The study also used the substitution, augmentation, modification, and redefinition (SAMR) model and the technological pedagogical content knowledge (TPACK) model that include practices for teaching with technology to enhance learning. The research questions addressed were as follows: what are teachers’ perceptions about the social and emotional impacts of remote learning on students with exceptionalities?; how do teachers perceive the impacts of remote learning within the two schools?; and what technology best practices and professional learning do teachers perceive impacted students with exceptionalities? The research design for this qualitative study, encompassed multiple cases that included teacher interviews with a semi-structured interview protocol. The sample for this study consisted of 16 educators: eight elementary general education teachers, three elementary special education teachers, and five elementary related service providers. Interviews were transcribed and coded using grounded theory. The themes that emerged were as follows: students’ SEL deficits and exceptions, challenges among stakeholders, and superficial technology knowledge and skills. The data strongly suggest the need for change. Implications and recommendations for schools and districts, teacher preparation programs, and policy makers are presented. For example, teachers should have time to learn SEL curriculum and also to collaborate with colleagues to support one another and share ideas and practices. The findings of this study may help support the reimagining of special education, teacher practices, and how to integrate social and emotional learning into curriculum throughout the day.”