Lin, P.-Y. (2022). Secondary special education teachers’ experience with accessibility supports and accommodations before and during COVID-19 . Research on Education and Media , 14 (2), 64–70. https://doi.org/10.2478/rem-2022-0023

The experiences of special education teachers before and during the COVID-19 pandemic and the use of accommodations at secondary schools were investigated. Assistive technology (AT) tools and other supports included braille, large print, settings, grouping, and class scheduling.

Seven special education teachers from a prairie province in Canada participated in interviews between January and March 2021. Their school types ranged from urban to rural or remote, and from 1–300 students to more than 1200 students. Demographic and work experience information were reported.

Semi-structured online interviews were conducted and recorded one on one with teacher participants. A thematic analysis of teachers' responses was completed.

Participants noted that some taught synchronous online classes and others delivered paper-based learning packages to students' homes. The online teachers changed their accommodation practices to adapt to the online format. The technologies used prior to the pandemic were iPad tablets and Smartboard. In contrast, materials used during remote teaching were photocopied learning materials and varied remote teaching platforms. Participants noted that they used accommodations including braille, large print, special setting, grouping, and class scheduling.