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

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

Automated summary

This is a national survey on secondary teachers in the United States who specialize in special education and/or English language arts. The results indicate that teachers received minimal preparation for teaching writing through distance or in-person instruction during the COVID-19 pandemic. Compared to in-person instruction, teachers used fewer writing assignments, evidence-based writing practices, and adaptations for students with disabilities in distance learning.