000			01365nam a2200145 4500
008			250307b |||||||| |||| 00| 0 eng d
100			_aKarin M. Fisher
245			_aThe Pandemic Experiences of Special Education Teachers in Georgia: A Mixed Methods Study
300			_aP.161-170
520			_aA sequential explanatory mixed methods study was conducted to determine special education teachers’ (SETs) pandemic experiences in the U.S. state of Georgia. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote learning, they described difficulties and worries about meeting the individualized needs of students with disabilities. Special educators’ increased workload and stress likely impacted attrition and student learning outcomes. Based on these pandemic-related experiences, we provided five recommendations for researchers, administrators, and policymakers to address the SET shortage and prepare for future school closures.
654			_asequential explanatory mixed method _aspecial education teachers _apandemic
700			_aKelly E. Standridge
773	0		_0125279 _9111255 _dNew Delhi _tJournal of Special Education _x0022-4669
942			_cJA
999			_c131322 _d131322