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Remote Teaching and Inclusive Practice: How Are Elementary Teachers Addressing the Needs of All Their Learners During COVID-19?

Sarah Lucius and Dr. Jeanne Carey Ingle, Department of Elementary & Early Childhood Education, Bridgewater State University, 131 Summer Street, Bridgewater MA 02325

Inclusive educational practices have become very common in schools all across the country, but as a result of the COVID-19 pandemic, reaching students with special needs as well as general education students has proven to be an exceedingly difficult task. The purpose of this project was to interview elementary school teachers who have experience with inclusive classrooms to determine the impacts of the transition to remote learning as a result of the COVID-19 pandemic. The information gathered from the interviews and literature were used to make recommendations for educators for the following school years. The teachers were all from elementary schools in districts located in eastern Massachusetts. The interviews, which consisted of 12 questions regarding inclusive practices and remote learning, were conducted over video chat or email. The results from the interviews were formatted into recommendations for educators. There is still much research to be done as the COVID-19 pandemic is altering all forms of education in a way that has not been seen before. These results and recommendations are crucial for helping educators adjust their teaching methods to best meet the needs of all of their students, even from a remote setting. 




Additional Abstract Information

Presenter: Sarah Lucius

Institution: Bridgewater State University

Type: Poster

Subject: Education

Status: Approved


Time and Location

Session: Poster 5
Date/Time: Tue 12:30pm-1:30pm
Session Number: 4170