This qualitative, phenomenological research study was designed to study the impact that the COVID-19 pandemic had on teacher interactions with students with special needs during the mandatory school closures that took place during March of 2020. This study consisted of seven interviews with special education teachers, from three different districts, located in Menominee and Delta counties in the Upper Peninsula of Michigan. Participant responses to interview questions (See Appendix C), revealed six common themes:
With the findings of this study, school leaders may be able to develop policies that will better serve students with special needs in the event of future long-term school closures.
","abstract_html":"<p>This qualitative, phenomenological research study was designed to study the impact that the COVID-19 pandemic had on teacher interactions with students with special needs during the mandatory school closures that took place during March of 2020. This study consisted of seven interviews with special education teachers, from three different districts, located in Menominee and Delta counties in the Upper Peninsula of Michigan. Participant responses to interview questions (See Appendix C), revealed six common themes:</p> <ol> <li>Inability to consistently connect with students and a lack of participation amongst students.</li> <li>Lack of training and no prior online teaching experience.</li> <li>Lack of available technology and connectivity available for all students.</li> <li>Lack of ordinary routine and direct instruction.</li> <li>Academic and emotional regressions in students.</li> <li>Having resources that align with the online platforms that districts are using</li> </ol> <p>With the findings of this study, school leaders may be able to develop policies that will better serve students with special needs in the event of future long-term school closures.</p>","abstract_has_math":false,"creators":["Depuydt, Travis"],"institution":null,"degree_name":"Education Specialist","degree_level":"Thesis","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Bethney Bergh"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T03:24:17Z","subjects":["COVID-19","Special Education","Students with Special Needs","Educational Leadership","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/672","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bethney Bergh"]},{"key":"dc:creator","label":"Author","values":["Depuydt, Travis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-01-14T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["COVID-19","Special Education","Students with Special Needs","Educational Leadership","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/672"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative, phenomenological research study was designed to study the impact that the COVID-19 pandemic had on teacher interactions with students with special needs during the mandatory school closures that took place during March of 2020. This study consisted of seven interviews with special education teachers, from three different districts, located in Menominee and Delta counties in the Upper Peninsula of Michigan. Participant responses to interview questions (See Appendix C), revealed six common themes:
With the findings of this study, school leaders may be able to develop policies that will better serve students with special needs in the event of future long-term school closures.
"]},{"key":"dc:title","label":"Title","values":["THE IMPACT OF COVID-19 ON TEACHER INTERACTIONS WITH STUDENTS WITH SPECIAL NEEDS"]}]}],"canonical_facts":{"dc:contributor":["Bethney Bergh"],"dc:creator":["Depuydt, Travis"],"dc:date.available":["2021-01-14T08:00:00Z"],"dc:description.abstract":["This qualitative, phenomenological research study was designed to study the impact that the COVID-19 pandemic had on teacher interactions with students with special needs during the mandatory school closures that took place during March of 2020. This study consisted of seven interviews with special education teachers, from three different districts, located in Menominee and Delta counties in the Upper Peninsula of Michigan. Participant responses to interview questions (See Appendix C), revealed six common themes:
With the findings of this study, school leaders may be able to develop policies that will better serve students with special needs in the event of future long-term school closures.
"],"dc:identifier":["https://commons.nmu.edu/theses/672"],"dc:subject":["COVID-19","Special Education","Students with Special Needs","Educational Leadership","Special Education and Teaching"],"dc:title":["THE IMPACT OF COVID-19 ON TEACHER INTERACTIONS WITH STUDENTS WITH SPECIAL NEEDS"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T03:24:17Z"}