Special education during the pandemic : considerations for change in practice
"The COVID-19 pandemic has triggered many changes in K-12 education-some major, like learning remotely from home, and some minor, like sitting farther apart on the school bus. While most students have had routines interrupted, the children perhaps most affected by that disruption are special ed...
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| Other Authors | , , |
|---|---|
| Format | Electronic eBook |
| Language | English |
| Published |
Bingley, U.K :
Emerald Publishing Limited : Information Age Publishing, Inc.,
2024.
|
| Series | Contemporary perspectives in special education.
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| Subjects | |
| Online Access | Full text |
| ISBN | 9781806600632 |
| DOI | 10.1108/979-8-88730-618-6 |
| Physical Description | 1 online resource (172 pages) |
Cover
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| 080 | |a 376 | ||
| 082 | 0 | 4 | |a 371.9 |2 23 |
| 245 | 0 | 0 | |a Special education during the pandemic : |b considerations for change in practice / |c [edited by] Festus E. Obiakor, Tachelle Banks, Anthony F. Rotatori. |
| 264 | 1 | |a Bingley, U.K : |b Emerald Publishing Limited : |b Information Age Publishing, Inc., |c 2024. | |
| 264 | 4 | |c ©2024 | |
| 300 | |a 1 online resource (172 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Contemporary perspectives in special education | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Foreword / Christopher J. Cormier -- Preface / Festus E. Obiakor, Tachelle Banks, and Anthony F. Rotatori -- Chapter 1. Special education and the pandemic / Cheryl A. Utley, Tachelle Banks, Festus E. Obiakor, Anthony Rotatori, and Sunday O. Obi -- Chapter 2. Roles of regular classroom teachers in meeting the needs of special students during the pandemic / Cynthia Massey -- Chapter 3. The role of the special educator during the COVID-19 pandemic / Jennifer Dohy-Kane and Alisha Bausone -- Chapter 4. Maximizing the potential of students who need behavioral supports during the pandemic / Lenwood Gibson -- Chapter 5. Language training of educators of students with speech and hearing challenges during the pandemic / C. Jonah Eleweke and Evelyn Birnbaum -- Chapter 6. The physical education teacher and the student with physical and other health impairments during the pandemic / Eugene F. Asola, Matthew A. Grant, Samuel R. Hodge, and Fabián Arroyo Rojas -- Chapter 7. Supporting students with disabilities from AI? trauma-informed lens of post pandemic / Dakota King-White, Layla Kurt, and Sherdene Simpson -- Chapter 8. Transitional needs of special students during the pandemic / John Schaefer -- Chapter 9. The role of technology in enhancing assessment and pedagogical practices in special education during the pandemic / Jeffrey P. Bakken and T. Scott Estes -- Chapter 10. Working collaboratively with families of special students during the pandemic / Cheryl A. Utley, Sunday Obi, Phillip Clay, Jr., Ann Lyttle-Burns, Whitney Lawrence, and Festus E. Obiakor -- Chapter 11. School leaders and general and special education processes during the pandemic / Floyd D. Beachum, Tashina L. Khabbaz, Kadia Hylton-Fraser, and Yalitza Corcino-Davis -- About the Editors. | |
| 506 | |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty | ||
| 520 | |a "The COVID-19 pandemic has triggered many changes in K-12 education-some major, like learning remotely from home, and some minor, like sitting farther apart on the school bus. While most students have had routines interrupted, the children perhaps most affected by that disruption are special education students. The challenges we currently face should not undermine what we've accomplished over the last 60 years to protect students with disabilities and those for traditionally marginalized background. Instead, we must take an honest, proactive and collaborative approach to the challenges laid bare. To do so, we must reckon with the fact that during a pandemic that disproportionately impacted traditionally marginalized communities and people with disabilities, we collectively dropped the ball for students receiving special education services, and we need to consider the continued consequences. Further, we must acknowledge that many students with disabilities have found virtual and remote learning to be more liberating and accessible for their learning strengths, needs, and preferences. This text addresses how we reconcile these disparate realities of the special educational experience during pandemic. Students, parents, teachers, and school officials must align ourselves together so that we can provide the necessary services and support to students with disabilities during these unpredictable times and leverage opportunities to disrupt, improve and ignite educational experiences and opportunities for our children and youth, particularly students with disabilities"-- |c Provided by publisher. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Special education |x Planning. | |
| 650 | 0 | |a COVID-19 Pandemic, 2020-2023 |x Influence. | |
| 650 | 0 | |a Special education |x Computer-assisted instruction. | |
| 650 | 0 | |a Special education |x Parent participation. | |
| 650 | 0 | |a Special education teachers |x In-service training. | |
| 650 | 7 | |a Education |x Special Education |x General. |2 bisacsh | |
| 650 | 7 | |a Teaching of students with different educational needs. |2 thema | |
| 655 | 7 | |a elektronické knihy |7 fd186907 |2 czenas | |
| 655 | 9 | |a electronic books |2 eczenas | |
| 700 | 1 | |a Obiakor, Festus E., |e editor. | |
| 700 | 1 | |a Banks, Tachelle, |e editor. | |
| 700 | 1 | |a Rotatori, Anthony F., |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 9798887306179 (hardback) |z 9798887306162 (paperback) |
| 776 | 0 | 8 | |i PDF version: |z 9798887306186 |
| 830 | 0 | |a Contemporary perspectives in special education. | |
| 856 | 4 | 0 | |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/979-8-88730-618-6 |