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Abstract
Today's technology reality is reminiscent of science fiction in many ways. In order to mitigate the spread of COVID-19, school buildings closed. When they reopened, many schools utilized videoconferencing, learning management systems, and other technology to provide virtual instruction; however, all students did not experience the same technology availability and accessibility. To investigate the extent to which students with disabilities were provided with instruction in technology or instruction integrated with technology during and postpandemic, 108 special education teachers in one northeastern state participated in a cross-sectional survey study. Teachers indicated that most students they worked with need assistance with accessing technology. Special educators collectively reported themselves as the professional responsible for teaching students with disabilities to use technology. The challenges teachers experienced in providing remote instruction and the most commonly used technology activities are summarized.
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