Chapter 3: The Role of the Special Educator During the Covid-19 Pandemic

The role of the special education teacher has always been multifaceted. Special educators are advocates for those who cannot always speak for themselves. They are innovators who adapt the standards and curriculum to meet the needs of our students, and they are collaborators who work with multiple stakeholders to ensure the needs of all children are met. Special educators are support systems for the parents and students they serve. They wear these “hats” for the children’s sake. When COVID-19 emerged, and humanity experienced traumatic disruptions (e.g., isolation, loneliness, fear, and loss), educators and students were not immune as they had to adjust to a “new normal.” In March of 2020, non-essential businesses and schools were closed to mitigate the threat of COVID-19. Due to the ongoing threat, many schools did not return to in-person learning that school year. Schools with access to one-to-one technology, namely those in suburban districts, finished their school year virtually, while many schools in urban, innercity spaces did not receive any formal education during this time. Upon the immediate closure of schools, special educators embarked on a new digital journey. They learned how to create videos on video hosting sites such as Youtube and TeacherTube and posted morning meeting videos that included the same slides and positive affirmations that students were used to in the in-person environment. Educational service providers around the globe and arts organizations mobilized to provide services at no charge so that children could attend virtual field trips and retain a sense of connection to those around them. Special educators read books aloud on video and transformed spaces at home into classrooms while organizing times to drop supplies off at the homes of our students. On the walls were displayed learning posters and books. While nothing could have truly replaced the connection that students felt in classrooms before the pandemic, special educators did everything that they could to ensure continuity in social-emotional support and learning while as they also met the needs of their own families.