Instructional Practices of Educators Working with Special Needs Students at a Trinidadian Secondary School during COVID-19
University of New Brunswick
This research explores teachers’ and teacher aides’ perceptions of their instructional practices when working with students with special needs at a secondary school in south Trinidad and Tobago during COVID-19. Using a case study approach, seven participants inclusive of teachers and teacher aides from the urban school contributed to the study. Conclusions were drawn primarily from narrative data collected through questionnaires, interviews and document analysis. A personal reflective journal was also implemented to reduce researcher bias and to develop a reflective practice. Data was collected until saturation was achieved with the final interpretations sorted into themes. Findings indicate that the teachers and teacher aides of Future Framers Secondary School perceived lowered effectiveness of their instructional practices with their special needs students during COVID-19. Evidence suggests a standardized quality professional development program would greatly benefit teachers and teacher aides tailored toward understanding and building professional learning communities; and cultivating educator capacity with using online learning platforms to enhance instructional practices for students with special needs.