JAASEP SPRING/SUMMER 2025 Part 2 of 11
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- ADHD Series
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- Bullying of Children
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- Discipline of Students in Special Education Series
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- Genetics in Special Education Series
- How To Series
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- JAASEP – Research Based Journal in Special Education
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- Special Education: What Do the Latest Numbers Tell Us?
- Special Educator e-Journal – Latest and Archived Issues
- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
This study sought to examine what the effects of remote learning are on a teacher’s curriculum. The study will examine both the strategies that worked well/are working well for teachers in this time of remote learning while also discussing which strategies have not worked. The study is warranted because remote learning is prevalent in our everyday lives today. Elementary, middle, high school and college students have had to adjust their lives to learn in a remote environment. Remote learning is not easy for a college student, so you could only imagine the effects that it has on younger students. This type of teaching and learning is new to all, thus there has been an adjustment period for everyone, students, and teachers alike. Therefore, the study examined the effects on the teachers and the adjustments and changes that they have had to make to their lessons and curriculum.
The method that was used in this study was a survey. The survey was conducted using an online format both by distributing it with permission, throughout the district that the researcher works in using a confederate, as well as posting the survey on the researcher’s social media.
Abstract
This study looked to examine the effects of remote learning on teachers’ curriculums. In the study, the researcher sought to examine how teachers have had to adjust their curriculums and lessons in this time of remote learning to make sure they are reaching all students. Previous research has been done on this topic that has been both critical and supportive. A major theme amongst the critical research includes that communication has been more challenging, and amongst the supportive research, there is a multitude of technology options available. This type of teaching and learning has been an adjustment for everyone, students and teachers alike. The methodology used was a Google Forms survey because it remained anonymous and was open to all teachers. The survey was left active for seven days and then closed. A Google Forms feature, the frequency of responses, was used as an analytic method.