'You're Panicking, I'm Panicking, Let's Do It Together!' Special Educators' Views on Family Involvement during COVID-19
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| Title: | 'You're Panicking, I'm Panicking, Let's Do It Together!' Special Educators' Views on Family Involvement during COVID-19 |
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| Language: | English |
| Authors: | Diana L. Cruz, Tracy Gershwin, Guofeng Shen (ORCID |
| Source: | Journal of Educational Research and Innovation. 2025 13(1). |
| Availability: | University of Northern Colorado, College of Education and Behavioral Sciences. 501 20th Street, Greeley, CO 80639. Web site: https://digscholarship.unco.edu/jeri/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Special Education Teachers, Teacher Attitudes, Family Involvement, Students with Disabilities, COVID-19, Pandemics, Family School Relationship, Technology Uses in Education, Home Visits, Interpersonal Communication, Interaction, Barriers, Preschool Education, Elementary Secondary Education, Family Role |
| ISSN: | 2153-1846 |
| Abstract: | Communication and family engagement in education shifted significantly during the COVID-19 pandemic. This qualitative study explored these changes by conducting ten focus groups with 43 PK-12 special educators from one school district, examining their experiences with family involvement during the first two years of the pandemic. Educators employed various innovative strategies to foster communication and maintain family involvement, including using technology, conducting home visits, offering open communication channels, and creating personal connections through interactive activities. Participants noted that decreased family involvement in the first year was primarily due to technological barriers, childcare challenges, and linguistic or communication differences. The study highlights key strategies for improving family engagement during crises, with implications for future research and educational practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474024 |
| Database: | ERIC |
| Abstract: | Communication and family engagement in education shifted significantly during the COVID-19 pandemic. This qualitative study explored these changes by conducting ten focus groups with 43 PK-12 special educators from one school district, examining their experiences with family involvement during the first two years of the pandemic. Educators employed various innovative strategies to foster communication and maintain family involvement, including using technology, conducting home visits, offering open communication channels, and creating personal connections through interactive activities. Participants noted that decreased family involvement in the first year was primarily due to technological barriers, childcare challenges, and linguistic or communication differences. The study highlights key strategies for improving family engagement during crises, with implications for future research and educational practice. |
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| ISSN: | 2153-1846 |
