Special Education

Owned by Darlene Edgar
Apr 11, 2024
2 min read

FitzGerald, C., MacCormack, J., & Sider, S. (2023). Perspectives of school leaders on supporting learners with special education needs during the COVID-19 pandemic: An ethic of care analysis. Journal of School Leadership, 33(4), 409–427. https://journals.sagepub.com/doi/pdf/10.1177/10526846221133997

  • Research Context: The study investigates the experiences and perspectives of school leaders, including principals and vice-principals, from four provinces regarding the support of learners with special education needs during the COVID-19 pandemic. The research employs an ethic of care framework to analyze the findings.

  • Challenges Faced: School closures and the shift to online learning during the pandemic disrupted the usual support mechanisms for students with special education needs. These disruptions included limited access to teachers and support personnel, as well as challenges in delivering specialized instruction and interventions such as speech-to-text technology.

  • Elements of Caring School Leadership:

    • Leader Caring: School leaders demonstrated a commitment to caring for both students and staff, recognizing the importance of reciprocal relationships and authentic care. This involved attentiveness, motivational displacement (prioritizing others' needs over one's own), situational care (tailoring care to specific needs), and authenticity.

    • Cultivating Caring Communities: School leaders emphasized the importance of fostering caring communities within schools, where relationships are marked by reciprocity and genuine concern for others' well-being.

    • Developing Caring Beyond School: The ethic of care extended beyond the school setting, with school leaders acknowledging the emotional toll of the pandemic on students, staff, and families.

  • Main Findings:

    • Identification of Needs: School leaders were keenly aware of the negative emotional impact of the pandemic on students, staff, and families. They identified challenges such as the inadequacy of online learning for students with special needs and the stress experienced by families and staff.

    • Response to Needs: School leaders took specific actions to address the perceived well-being needs of students and staff, including providing access to course materials and supporting families with low incomes. Relationships and communication facilitated the identification and response to these needs.

    • Emotional Toll: School leaders experienced strain and frustration due to their inability to effectively connect with students, staff, and families during the pandemic. They prioritized the well-being of others over their own needs, reflecting the concept of motivational displacement.

  • Implications and Recommendations:

    • The study highlights the importance of attending to the mental health and well-being of both students and educators. School leaders should prioritize initiatives that support the mental health of staff, including training, resources, and policies that address social and emotional needs.

    • While the ethic of care framework is useful for understanding leadership practices during crises, school leaders also need to prioritize self-care to avoid burnout and ensure their effectiveness in supporting others.