The impact of remote learning on the social and emotional needs of students with exceptionalities

Abstract

The Covid‐19 pandemic forced an international shutdown of in‐person learning. Remote learning became the temporary model of education for students. The intention of this study was to investigate teacher perceptions and experiences of remote learning, in order to understand its impact on students with exceptionalities and their social and emotional learning (SEL). The research design for this qualitative study encompassed multiple cases that included teacher interviews with a semi‐structured interview protocol. The sample for this study consisted of 16 educators: eight elementary mainstream education teachers, three elementary special education teachers and five related service providers. Interviews were transcribed and coded using grounded theory. There were three themes that emerged from this research, however, in this article the author focuses on the most prevalent theme: students' SEL deficits and exceptions. SEL deficits include emotional regulation, lack of engagement and perseverance. Exceptions found include advocating for oneself and being tech savvy. The data strongly suggest the need for change. The findings of this study may help support the reimagining of special education, teacher practices, and how to integrate SEL into the curriculum throughout the day.