The impact of Covid ‐19 on teachers' transition practices for students with disabilities in Illinois, USA
Bibliographic Data
| ID | 21723187 |
|---|---|
| Authors | Rasha ElSaheli‐Elhage (0000-0002-1307-4733, Chicago State University USA, corresponding author) |
| Year | 2023 |
| Volume | 23 |
| Issue | 1 |
| Pages | 62-75 |
| Publication date | 2023-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12580 |
| OpenAlex | W4306968990 |
| Language | EN |
| References cited | 38 |
Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID‐19, educational systems were interrupted, including the access of students with disabilities to service provision and transition services. This study aimed to investigate the impact of COVID‐19 on teachers' transition practices for students with disabilities in the State of Illinois, United States and to identify factors associated with the differences in teachers' practices across eight domains of transition. Results indicated statistical significant differences in transition practices before and during COVID‐19 in all eight domains. Gender, Race, School Closings & Type of School did not show significant associations with any of the eight domains. Emotional Disability was found to have a significant association with all eight domains, whereas Intellectual Disability did not show significant association with any of the eight domains. Grade level and teachers' educational level showed significant associations with certain domains. Future investigations into how COVID‐19 changed teachers' transition practices for students with disabilities and the long‐term impact that these changes will have on students' post‐secondary outcomes are needed
Developmental psychology · Medical education · Disability Education and Employment · Down syndrome and intellectual disability research · Inclusion and Disability in Education and Sport · Medicine · Psychology · Gerontology
Covid-19, school closures, and child poverty
Psychological and Physical Well-Being During Unemployment
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
Special Education Teacher Attrition and Retention
Online Learning
Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders
Education and the Covid-19 pandemic
How Important are High Response Rates for College Surveys
Transition to Adulthood
Interagency collaboration among community organizations serving children and families in child welfare
Capabilities and disability
Effects of unemployment on mental and physical health
Linking parents’ self-stigma to the adjustment of children with disabilities
| Highly cited | No |
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