Exploring the Support Role of Special Education Teachers After Hurricane Ike

Abstract

This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers ( n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were losses for students and families, losses for teachers, resource supports, communication supports, and supports to reestablish routines. Despite being affected by the storm themselves, the teachers provided essential support to their students and families throughout all phases of the disaster. The role of these teachers evolved to include instrumental and psychological supports, which has been documented in previous studies. These teachers’ roles differed in that they provided support while school was closed and included the disability-related needs of their students. Recommendations include that teachers receive training on the needs of students with significant disabilities and their families during natural disaster.

Seven school-related disasters: Lessons for policymakers and school personnel

“…Teachers need to determine best evacuation routes, give quick instructions to their student and ensure all children are safely evacuated. Following disaster, students often continue to need psychological support from teachers (Ducy & Stough, 2011). Divestment in teacher education and funding for teacher training not only affects the quality of education but can increase the social vulnerability of both students and teachers to disasters.…”

“…Studies on the psychological effects of disaster on children have centered on post-traumatic stress disorder (PTSD) and multiple studies have noted PTSD symptoms among child survivors of hurricanes (Goenjian et al, 2001;Jones et al, 2001;Vernberg et al, 1996). Most studies also report academic, behavioral, and social difficulties in children readjusting to the school environment postdisaster (e.g.…”

Street-Level Bureaucrats at the Forefront of Pandemic Response: A Comparative Perspective

“…In line with scarce research on the implications of crises for street-level implementation (Henderson 2014), all contributions in this special issue suggest that a crisis situation intensifies the need for, and the dependency upon, public services provided by SLBs, Street-Level Bureaucrats at the Crisis Forefront 7 while disrupting their ordinary day-to-day practice and imposing reformulation of streetlevel implementation. Prominently, during a crisis, SLBs experience a higher, sudden pressure on demand for essential public services, accompanied by a dearth of resources to meet the needs and demands of citizens, as well as a lack of information entwined with vague and contradictory messages from all managerial levels (Dearstyne 2007;Stivers 2007;McAdams and Stough 2011;Henderson 2014;Alcadipani et al 2020;Dunlop et al 2020).…”

Educational experiences of children and youth with disabilities impacted by wildfires

“…Students with disabilities are particularly vulnerable to adverse outcomes following school closures as cessation in special educational services can cause loses in academic and behavioral skills (Peek and Stough, 2010). For example, students with significant disabilities have displayed regression after being out of school following a hurricane (Ducy and Stough, 2011) and children with autism spectrum disorder (ASD) demonstrated declines in their adaptive functioning after an earthquake destroyed their school (Valenti, 2012). Recoupment of lost skills can take time, especially for students with more intensive support needs.…”