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https://doi.org/10.1177/13623613211035935
Autism
2022, Vol. 26(4) 889 –899
© The Author(s) 2021
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DOI: 10.1177/13623613211035935
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Special education for students
with autism during the COVID-19
pandemic: “Each day brings new
challenges”
Sarah Hurwitz , Blaine Garman-McClaine
and Kane Carlock
Abstract
The novel coronavirus (COVID-19) disrupted how educators provided supports and services for students with autism
spectrum disorder. School closures and related pivoting between learning modalities were difficult for all students, but
especially for students with autism, who rely on routine and often require individualized instruction. There has been
limited opportunity for teachers to share their experiences of rapidly changing educational circumstances. The purpose
of this mixed-methods study was to investigate how special educators and school-based specialists adapted practices for
such students in response to pandemic conditions. One hundred and six educators from 40 school districts completed
a written survey inquiring about the modifications they made to Individualized Education Programs (IEPs) and their
efforts to implement evidence-based practices. Participants reported adding individualized contingency learning plans to
Individualized Education Programs, adjusting service minutes, and sometimes eliminating social goals. A thematic analysis
(Braun and Clarke, 2006) of educators’ written reflections identified four themes, highlighting a renewed importance on
collaboration with parents, who helped deliver intervention and monitor progress in the home setting. While students
with more intense needs struggled, others actually preferred virtual instruction. This raises concerns for what will
happen in the future, when social expectations resume. Despite the overwhelming challenges posed by COVID-19,
participants demonstrated remarkable resiliency and innovation.
Lay abstract
The novel coronavirus (COVID-19) disrupted how special educators provided supports and services for students with
autism spectrum disorder. School closures and the related pivoting between learning modalities (i.e. virtual, hybrid, and
face-to-face) were difficult for all students, but especially for students with autism, who rely on routine and require
individualized instruction. In this study, we surveyed 106 special education teachers, behavior specialists, and speech
pathologists who work with autistic students to learn about how they adapted instruction to comply with the complex
social distancing rules and changing expectations of the pandemic. Participants reported “making the best out of a bad
situation” and “constantly using ‘trial & error’ to find the best way for our students to eLearn.” They emphasized the
importance of collaboration with parents, who helped deliver intervention and monitor progress across settings. They
made alterations to Individualized Education Programs, by adding individualized contingency learning plans, adjusting
service minutes, and sometimes eliminating social goals. Participants were surprised that while students with more
intense needs struggled, others actually preferred virtual instruction. This raises concerns for what will happen in
the future, when social expectations resume. Despite the overwhelming challenges posed by COVID-19, participants
demonstrated remarkable resiliency and an innovative ability to adapt instruction.
Indiana University Bloomington, USA Corresponding author:
Sarah Hurwitz, Special Education, School of Education, Indiana University
Bloomington, 205 N Rose Avenue, Bloomington, IN 47405, USA.
Email: shurwitz@iu.edu
1035935AUT0010.1177/13623613211035935AutismHurwitz et al.
research-article2021
Original Article