Impact of COVID-19 on Student Success: Lessons Learned in a Special Education Credential Program at a Private University

Impact of COVID-19 on Student Success: Lessons Learned in a Special Education Credential Program at a Private University

Nilsa J. Thorsos, Britt Ferguson, J.B. Robinson
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-6952-8.ch007
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Abstract

This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.
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Background

The Masters of Education in Special Education with a Preliminary Education Specialist Credential: Mild/Moderate (M/M) and Moderate to Severe programs are designed to address both the Education Specialist standards required by the Commission on Teacher Credentialing (CTC), the state credentialing agency, and program-specific standards, including the Teacher Performance Expectations (TPE) and California Standards for the Teaching Profession (CSTP). This program adheres to the CTC Universal Teaching Performance Expectations (uTPEs) and the specific TPEs for credential authorization for the M/M and M/S specializations. The TPEs form the backbone of the program and are translated into the Program Learning Outcomes (PLO). To receive a Master of Education in Special Education with a Preliminary Education Specialist Credential: M/M or M/S, candidates must complete 18 courses (76.5 quarter units). Candidates must complete at least 54 quarter units of graduate credit in residence at the university. This program explores the range of educational learning problems and applies the latest teaching strategies to enhance the performance of students, no matter their abilities.

Key Terms in this Chapter

Cognitive Fatigue: A unique kind of fatigue, or tiredness. It is a common problem that can happen after a mild, moderate, or severe brain injury. When a child has cognitive fatigue, it means their brain has to work harder to concentrate on tasks it used to be able to do much more easily before the brain injury.

Attrition: College dropouts may leave their course for a number of reasons, not all related to educational issues, for example due to the development of health problems.

Intransigence: The state or quality of being intransigent, or refusing to compromise or agree; inflexibility.

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