Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction

Amber B. Ray, Apryl L. Poch, Shawn M. Datchuk

Research output: Contribution to journalArticlepeer-review

Abstract

We report results of a national survey of secondary teachers who teach special education and/or English language arts in the United States. A total of 50 teachers from 27 different states completed the survey. In the survey, we asked teachers about their experience delivering distance and in-person instruction during the COVID-19 pandemic. We specifically focused on three broad areas: writing assignments, writing instructional practices, and adaptations used to support students with disabilities. We also collected information about teacher characteristics, technology use, and teacher attitudes and self-efficacy about writing. On average, teachers reported receiving minimal preparation to teach writing via distance or in-person instruction. When compared to in-person instruction, teachers reported using fewer writing assignments, evidence-based writing practices, and adaptations for students with disabilities during distance learning. We provide implications for teacher professional development and detail limitations related to sample size and response rate.

Original languageEnglish (US)
Pages (from-to)472-487
Number of pages16
JournalJournal of Special Education Technology
Volume38
Issue number4
DOIs
StatePublished - Dec 2023

Keywords

  • Genetic Testing
  • practice guidelines
  • prostatic neoplasms
  • qualitative
  • safety-net providers

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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