This article by Francis et al. (2022) discusses the experiences of U.S. teachers of students with severe disabilities during the COVID-19 pandemic. Specifically, the study examines how school closures and the subsequent return impacted parent-teacher interaction. Six key themes emerge from the survey: parents directing school decisions, teacher inability to meet parent expectations, communication between parents and teachers, parents stepping into the role of teacher, parent exhaustion, and teacher helplessness.
Summary
Purpose
This article by Francis et al. (2022) examines the experiences of U.S. teachers of students with severe disabilities during the COVID-19 pandemic. Their purpose was to understand how parent-teacher interactions were affected by the sudden school closures and subsequent return. Through an analysis of their interviews, the authors identified six themes associated with parent-teacher interactions: parents directing school decisions, teacher inability to meet parent expectations, communication between parents and teachers, parents stepping into the role of teacher, parent exhaustion, and teacher helplessness. In their conclusion, the authors assert that teacher training and additional support for teachers of special education students should be implemented to ensure all students receive appropriate education during the pandemic and beyond.
Participants/Sample
As outlined in Francis et al. (2022), nine teachers of students with severe disabilities (S.D.) were recruited for the study using convenience sampling techniques. All researchers involved in the study were females with experience teaching students with S.D. in U.S. public school settings. Recruitment took place from three suburban school districts located in the mid-Atlantic. Participants were either white/Caucasian (n = 7) or Hispanic/Latino (n = 2). The ages of participants ranged from 18-54 years old, with 56% having three to four years of experience teaching students with S.D. Three participants were teaching in primary schools, two mid-secondary schools, and four secondary schools. Finally, while all participants taught students with S.D., the individual disability labels of their students varied (e.g., intellectual, developmental).
Research Design
This study by Francis et al. (2022) utilizes the qualitative research approach of narrative inquiry to examine the experiences of U.S. teachers of students with severe disabilities during the COVID-19 pandemic and how this departure of normality has impacted parent-teacher interaction. Semi-structured interviews were conducted with 14 teachers across 5 U.S. states. Through the analysis of the interview transcripts, six themes emerged to explain their experiences: parents directing school decisions, teacher inability to meet parent expectations, communication between parents and teachers, parents stepping into the role of teacher, parent exhaustion, and teacher helplessness. These themes provide a more nuanced understanding of how the pandemic has affected the dynamic between parents and teachers.
Method of Data Collection
Francis et al. (2022) conducted interviews to explore the experiences of U.S. teachers of students with severe disabilities regarding their interactions with parents during the COVID-19 pandemic. Three rounds of semi-structured interviews were conducted, one when schools initially closed in March, one during the summer recess in June-July, and one around one month after schools reopened in September-October. The interviews aimed to gain insights into topics such as transitioning to online instruction, initial reactions and challenges experienced by participants and their students, the support provided, strategies to engage students, COVID-19 health and safety protocols, and the evolution of online instruction. All interviews were recorded via Zoom and ranged from 30-60 minutes. All participants engaged in the three rounds of interviews, though one left the teaching profession during the summer. The research team maintained a running record of field notes and debriefed after each interview.
Method of Analysis
The research team employed a three-stage manual coding process to analyze the data (Francis et al., 2022). During the first stage, the team identified initial keywords, repetitive refrains, and significant statements in one of the transcripts. During the second stage, the team compared and contrasted their codes, determined emerging and irrelevant codes, and refined existing codes. The third stage involved re-coding all interview transcripts with the finalized codebook. The codes from the codebook included “feeling overwhelming,” “Equity,” and “Family Needs.” After coding, the research team analyzed key cross-cutting themes across three data collection points.
Results
This article by Francis et al. (2022) examined the experiences of U.S. teachers of students with severe disabilities during the COVID-19 pandemic. Six key themes emerged from the study: parents directing school decisions, teacher inability to meet parent expectations, communication between parents and teachers, parents stepping into the role of teacher, parent exhaustion, and teacher helplessness. Parents were seen to direct school decisions, creating rifts between teachers and parents. Expectations from parents were deemed too high for the reality of the situation. Communication between parents and teachers was difficult, with many parents not responding despite attempts by teachers. Furthermore, parents had to step in to fill the role of teacher, and both parents and teachers became exhausted from the changes brought about by the pandemic. Finally, teachers felt powerless to collaborate with and support families.
Critical Analysis
Further Research
Francis et al. (2022) thoroughly analyze parent-teacher interactions during the COVID-19 pandemic for students with severe disabilities. This study uncovers several vital themes that require further exploration to make evidence-based policy recommendations. Specifically, the study highlights the need to investigate the long-term effects of the pandemic on parent-teacher relationships and how this will affect the child’s educational outcomes. Moreover, it is imperative to understand better the strategies teachers and parents need to enhance the learning outcomes of students with severe disabilities. Additionally, further investigation should be conducted to determine the impact of COVID-19 on the resources available to special needs teachers. Lastly, the authors recommend researching how technology can be better utilized to help bridge the communication gaps between parents and teachers.
Threats to Validity/Undocumented Bias
Francis et al. (2022) aimed to explore the struggles of U.S. teachers of students with severe disabilities during the COVID-19 pandemic. The authors employed qualitative interviews and thematic data coding to determine six main parent-teacher interaction themes. The lack of comparison to other countries or populations weakens the generalizability or transferability of the study, and the limited number of participants may present a credibility issue. Furthermore, the study needs more contextual information and addresses the power dynamics between schools and parents (Hays & McKibben, 2021). Moreover, the limited sample size and self-reported data may also present a bias in the sampling process. Finally, the study fails to mention any potential political, cultural, and economic implications of the COVID-19 pandemic.
Original Insight/Criticism
Francis et al. (2022) provide a comprehensive analysis of the impact of the COVID-19 pandemic on parent-teacher interactions of U.S. teachers of students with severe disabilities. The authors effectively communicate their main points to the audience and employ descriptive statistics for adequate support. Additionally, the authors provide an insightful look at how parents had to adjust to multiple roles associated with their employment, household caregiving activities, and supporting their children.
Implications of Findings
Francis et al. (2022) examine how parent-teacher interactions were impacted by the rapid shift to online instruction and the disruptions caused by the COVID-19 pandemic. The findings offer practical implications for educators, researchers, and practitioners who support the educational needs of students with severe disabilities. The exploration of the six key themes highlights the unique challenges faced by the parents and teachers of those with severe disabilities, aiding in understanding the difficulties and stresses accompanying pandemic-induced schooling.
Discussion
The article by Francis et al. (2022) provides a unique insight into the difficulties faced by both teachers and parents during the unprecedented COVID-19 pandemic shutdowns. The study highlights how parents had to shift between multiple roles while trying to support their children despite the changes. In contrast, teachers had to figure out how to address parental expectations best while navigating online instruction with little preparation. With professional experience, I see the difficulty of such a situation, as there is often an inherent tension between a parent’s expectations of the teacher in an already challenging teaching context. This article affirms the importance of open dialogue between parents and teachers to work together for the best outcomes for the child effectively. From a Biblical perspective, Proverbs 12:15 (ESV) reminds us to “accept instruction from whoever gives it, and you will gain even more understanding,” which speaks to the need for both parents and teachers to be in genuine collaboration to address the needs of the student with severe disabilities successfully.
References
English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com
Francis, G. L., Raines, A. R., Reed, A. S., & Kinas Jerome, M. (2022). Parent–teacher interactions during COVID-19: Experiences of U.S. teachers of students with severe disabilities. Education Sciences, 12(7), 488.
Hays, D. G., & McKibben, W. B. (2021). Promoting rigorous research: Generalizability and qualitative research. Journal of Counseling & Development, 99(2), 178–188.
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