A sequential explanatory mixed methods study was conducted to determine Georgia special education teachers’ (SETs) pandemic experiences. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote learning, they described difficulties and worries about meeting the individualized needs of students with disabilities. Special educators’ increased workload and stress likely impacted attrition and student learning outcomes. Based on these pandemic-related experiences, we provided five recommendations for researchers, administrators, and policymakers to address the SET shortage and prepare for future school closures.

中文翻译：

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佐治亚州特殊教育教师的流行病经历：混合方法研究

进行了一项连续解释性混合方法研究，以确定佐治亚州特殊教育教师 (SET) 的流行病经历。我们分发了一项调查，召开了焦点小组会议，并分析了这两个数据的互补性。我们发现，SET 在返回课堂后经历了挑战、好处和担忧。尽管他们表示在远程学习期间感受到了专业支持，但他们也描述了在满足残疾学生的个性化需求方面的困难和担忧。特殊教育工作者的工作量和压力增加可能会影响人员流失和学生的学习成果。根据这些与大流行相关的经验，我们为研究人员、管理人员和政策制定者提供了五项建议，以解决 SET 短缺问题并为未来学校关闭做好准备。