Abstract
ABSTRACT The onset of the COVID-19 pandemic in 2020 resulted in ongoing impacts on the education landscape through the sudden shift from traditional, in-person instruction to online instruction. Specifically, the complexities of the pandemic vastly and disproportionately impacted students with intellectual and developmental disabilities and their educators. As a result, the purpose of this study was to explore the experiences of teachers of students with IDD with extensive support needs amidst the COVID-19 pandemic to better understand their perspectives of how it impacted their work at three points in time: (1) when schools closed in spring 2020, (2) during summer as participants prepared for the fall, and (3) when schools reopened in fall 2020. Three primary themes emerged: (a) adaptation, (b) inequity, and (c) emotional impact. The authors conclude with implications for research, policy, and practice.
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