A Phenomenological Study Examining Experiences of Families of Students with Disabilities in Georgia Public Schools during the COVID-19 Pandemic and Looking Forward

• Main Author: Abreu, Ami
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2023
• Subjects: COVID-19; Elementary Secondary Education; Equal Education; Experience; Family (Sociological Unit); Family School Relationship; Pandemics; Parent Attitudes; Public Schools; Special Education; Students with Disabilities; Georgia
• ISBN: 9798379497859

The focus of this exploratory study was to examine the experiences of students with disabilities and their families being serviced through public schools in the state of Georgia and to better understand parent perceptions of special education services pre-pandemic, during, and as schools emerge from the height of the COVID-19 pandemic. The study also explored how parents, schools and districts can best work together to provide equitable learning experiences to students with disabilities in the future. This is analyzed through Bronfenbrenner's human ecology model. By using this framework, this study intended to create a better understanding of the impact of the COVID-19 pandemic on each family with a child with a disability and the effects on every level of the Human Ecology model. This was a mixed-methods study with qualitative (parent interviews and open-ended survey questions), and quantitative (Likert scale parent survey questions). The themes that emerged from the data collection were from an analysis, synthesis and triangulation of the interviews and surveys. Guided by the research questions, eight findings emerged from survey and interview data: 1) responsibility of student learning falling on parent; 2) cancellation of school events affecting connection to community; 3) parental discontent with school administration/leadership 4)satisfaction with teachers/case managers; 5) parental approval with return to in-person classes; 6) inclusion, equal opportunity, appropriate services and differentiation in the least restrictive environment; 7) opposition to school closures; and 8) stakeholder collaboration through transparency and communication. The recommendations for practice were based on the eight identified findings and how parents, teachers, schools, and districts can move forward through innovation and communication such as creating legislation that support recovery, and collaboration with stakeholder groups when designing legislation. Other recommendations included finding innovative ways that that parents of students with disabilities can feel more connected to the school community, and promoting training in special education best practices, implementation and laws for school administration and leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]