{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/12918"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/12918","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Elementary special education teachers' self-determination and perceptions of barriers related to the implementation of individualized education plans during the COVID-19 pandemic : a single case study.","abstract":"The COVID-19 pandemic disrupted traditional educational opportunities around the world. The shift to remote learning caused regression in students and increased teacher burnout, as teachers implemented new teaching and learning modalities rapidly. These rapid changes in instructional settings had negative ramifications, as teachers experienced barriers to meeting the needs of their students. Further, teachers of students with disabilities faced unique challenges that created barriers to implementing Individualized Education Plans (IEPs), thus affecting their self-determination in the workplace. The purpose of this single case study was to investigate the self-determination of experienced elementary special education teachers to implement Individualized Education Plans (IEPs) during school closures due to the COVID-19 pandemic in a large school district in Alabama. I chose a single case study design as a qualitative means of focusing on a large school district in Alabama. I used a questionnaire, semi-structured interviews, and document analysis of teachers' professional learning plans to analyze the experiences of four elementary special education teachers who experienced teaching before, during, and after COVID-19 school closures. I selected Ryan and Deci's (1985) self-determination theory as the theoretical framework for the study. I uncovered three findings. First, elementary special education teachers perceived that they had minimal autonomy due to limited instructional choice and limited time during COVID-19 school closures. Second, elementary special education teachers experienced barriers that limited engagement and accessibility with students with disabilities, which diminished their perceived competence in the workplace during COVID-19 school closures. Third, elementary special education teachers felt related to their co-workers and parents of students with disabilities considering the rapid changes and challenges during COVID-19 school closures. Perceived barriers included low attendance, environmental distractions, lack of training and support, inaccessibility, limited time, and limited choice. I offer implications and recommendations for special education teachers, school district personnel, and instructors of preservice teachers. Special education teachers should recognize areas for continuous improvement and investigate technology-based accessibility options. School district personnel should implement an unplanned emergency team to develop an emergency plan in case of unplanned school closures. Instructors of preservice teachers should work with school districts to determine current best practices and require implementation of technology in field experiences.","abstract_html":"The COVID-19 pandemic disrupted traditional educational opportunities around the world. The shift to remote learning caused regression in students and increased teacher burnout, as teachers implemented new teaching and learning modalities rapidly. These rapid changes in instructional settings had negative ramifications, as teachers experienced barriers to meeting the needs of their students. Further, teachers of students with disabilities faced unique challenges that created barriers to implementing Individualized Education Plans (IEPs), thus affecting their self-determination in the workplace. The purpose of this single case study was to investigate the self-determination of experienced elementary special education teachers to implement Individualized Education Plans (IEPs) during school closures due to the COVID-19 pandemic in a large school district in Alabama. I chose a single case study design as a qualitative means of focusing on a large school district in Alabama. I used a questionnaire, semi-structured interviews, and document analysis of teachers' professional learning plans to analyze the experiences of four elementary special education teachers who experienced teaching before, during, and after COVID-19 school closures. I selected Ryan and Deci's (1985) self-determination theory as the theoretical framework for the study. I uncovered three findings. First, elementary special education teachers perceived that they had minimal autonomy due to limited instructional choice and limited time during COVID-19 school closures. Second, elementary special education teachers experienced barriers that limited engagement and accessibility with students with disabilities, which diminished their perceived competence in the workplace during COVID-19 school closures. Third, elementary special education teachers felt related to their co-workers and parents of students with disabilities considering the rapid changes and challenges during COVID-19 school closures. Perceived barriers included low attendance, environmental distractions, lack of training and support, inaccessibility, limited time, and limited choice. I offer implications and recommendations for special education teachers, school district personnel, and instructors of preservice teachers. Special education teachers should recognize areas for continuous improvement and investigate technology-based accessibility options. School district personnel should implement an unplanned emergency team to develop an emergency plan in case of unplanned school closures. Instructors of preservice teachers should work with school districts to determine current best practices and require implementation of technology in field experiences.","abstract_has_math":false,"creators":["Newberry, Casey M., 1994-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Shelton, Ryann N., 1987-"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12","date_published":"2023-12","updated_at":"2026-07-24T01:08:23Z","subjects":["Special education teachers.","Self-determination.","COVID-19.","Individualized education plans (IEPs)"],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/12918","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Shelton, Ryann N., 1987-"]},{"key":"dc:creator","label":"Author","values":["Newberry, Casey M., 1994-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-07-30T12:46:05Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-07-30T12:46:05Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special education teachers.","Self-determination.","COVID-19.","Individualized education plans (IEPs)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/12918"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The COVID-19 pandemic disrupted traditional educational opportunities around the world. The shift to remote learning caused regression in students and increased teacher burnout, as teachers implemented new teaching and learning modalities rapidly. These rapid changes in instructional settings had negative ramifications, as teachers experienced barriers to meeting the needs of their students. Further, teachers of students with disabilities faced unique challenges that created barriers to implementing Individualized Education Plans (IEPs), thus affecting their self-determination in the workplace. The purpose of this single case study was to investigate the self-determination of experienced elementary special education teachers to implement Individualized Education Plans (IEPs) during school closures due to the COVID-19 pandemic in a large school district in Alabama. I chose a single case study design as a qualitative means of focusing on a large school district in Alabama. I used a questionnaire, semi-structured interviews, and document analysis of teachers' professional learning plans to analyze the experiences of four elementary special education teachers who experienced teaching before, during, and after COVID-19 school closures. I selected Ryan and Deci's (1985) self-determination theory as the theoretical framework for the study. I uncovered three findings. First, elementary special education teachers perceived that they had minimal autonomy due to limited instructional choice and limited time during COVID-19 school closures. Second, elementary special education teachers experienced barriers that limited engagement and accessibility with students with disabilities, which diminished their perceived competence in the workplace during COVID-19 school closures. Third, elementary special education teachers felt related to their co-workers and parents of students with disabilities considering the rapid changes and challenges during COVID-19 school closures. Perceived barriers included low attendance, environmental distractions, lack of training and support, inaccessibility, limited time, and limited choice. I offer implications and recommendations for special education teachers, school district personnel, and instructors of preservice teachers. Special education teachers should recognize areas for continuous improvement and investigate technology-based accessibility options. School district personnel should implement an unplanned emergency team to develop an emergency plan in case of unplanned school closures. Instructors of preservice teachers should work with school districts to determine current best practices and require implementation of technology in field experiences."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Elementary special education teachers' self-determination and perceptions of barriers related to the implementation of individualized education plans during the COVID-19 pandemic : a single case study."]}]}],"canonical_facts":{"dc:contributor.advisor":["Shelton, Ryann N., 1987-"],"dc:creator":["Newberry, Casey M., 1994-"],"dc:date.accessioned":["2024-07-30T12:46:05Z"],"dc:date.available":["2024-07-30T12:46:05Z"],"dc:date.issued":["2023-12"],"dc:description.abstract":["The COVID-19 pandemic disrupted traditional educational opportunities around the world. The shift to remote learning caused regression in students and increased teacher burnout, as teachers implemented new teaching and learning modalities rapidly. These rapid changes in instructional settings had negative ramifications, as teachers experienced barriers to meeting the needs of their students. Further, teachers of students with disabilities faced unique challenges that created barriers to implementing Individualized Education Plans (IEPs), thus affecting their self-determination in the workplace. The purpose of this single case study was to investigate the self-determination of experienced elementary special education teachers to implement Individualized Education Plans (IEPs) during school closures due to the COVID-19 pandemic in a large school district in Alabama. I chose a single case study design as a qualitative means of focusing on a large school district in Alabama. I used a questionnaire, semi-structured interviews, and document analysis of teachers' professional learning plans to analyze the experiences of four elementary special education teachers who experienced teaching before, during, and after COVID-19 school closures. I selected Ryan and Deci's (1985) self-determination theory as the theoretical framework for the study. I uncovered three findings. First, elementary special education teachers perceived that they had minimal autonomy due to limited instructional choice and limited time during COVID-19 school closures. Second, elementary special education teachers experienced barriers that limited engagement and accessibility with students with disabilities, which diminished their perceived competence in the workplace during COVID-19 school closures. Third, elementary special education teachers felt related to their co-workers and parents of students with disabilities considering the rapid changes and challenges during COVID-19 school closures. Perceived barriers included low attendance, environmental distractions, lack of training and support, inaccessibility, limited time, and limited choice. I offer implications and recommendations for special education teachers, school district personnel, and instructors of preservice teachers. Special education teachers should recognize areas for continuous improvement and investigate technology-based accessibility options. School district personnel should implement an unplanned emergency team to develop an emergency plan in case of unplanned school closures. Instructors of preservice teachers should work with school districts to determine current best practices and require implementation of technology in field experiences."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/12918"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Special education teachers.","Self-determination.","COVID-19.","Individualized education plans (IEPs)"],"dc:title":["Elementary special education teachers' self-determination and perceptions of barriers related to the implementation of individualized education plans during the COVID-19 pandemic : a single case study."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:23Z"}