Receipt of and Satisfaction with School-based and Virtual Special Education Supports and Therapeutic Services During the COVID-19 Pandemic.

Journal of online learning research Pub Date : 2024-04-01

Patricia Spencer, Jorge V Verlenden, Greta Kilmer, Sanjana Pampati, Shamia Moore, Catherine N Rasberry, Angelika H Claussen

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Abstract

The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey from parents of children ages 5-12 years, administered using NORC's AmeriSpeak panel. Most parents reported satisfaction with supports (88.4%) and services (93.2%). Dissatisfaction with special education supports and therapeutic services was more common among parents whose children received supports/services virtually than in person (special educational supports: aOR=12.00, 95% CI [1.49-96.89], p=0.020; therapeutic services: aOR=15.76, 95% CI [1.01-245.40], p=0.049). These findings suggest opportunities to improve design and delivery of online special education supports and therapeutic services as well as emergency preparedness by considering the needs of students with disabilities and their families.

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在 COVID-19 大流行期间接受校本和虚拟特殊教育支持及治疗服务的情况和满意度。

COVID-19 大流行影响了学校提供的特殊教育支持和治疗服务。本研究描述了 2020-2021 学年美国学生接受校本支持/服务的情况以及家长对教学模式的满意度。数据是通过 COVID 体验调查收集的，调查对象是 5-12 岁儿童的家长，使用 NORC 的 AmeriSpeak 面板进行管理。大多数家长对支持（88.4%）和服务（93.2%）表示满意。对特殊教育支持和治疗服务不满意的家长中，子女通过虚拟方式接受支持/服务的多于亲自接受的（特殊教育支持：aOR=12.00，95% CI [1.49-96.89]，p=0.020；治疗服务：aOR=15.76，95% CI [1.01-245.40]，p=0.049）。这些研究结果表明，考虑到残疾学生及其家庭的需求，我们有机会改进在线特殊教育支持和治疗服务的设计和提供，以及应急准备工作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of online learning research

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