{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T15:13:00Z","timestamp":1783350780094,"version":"3.54.6"},"reference-count":28,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2021,7,15]],"date-time":"2021-07-15T00:00:00Z","timestamp":1626307200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["nasenjournals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research in Spec Educ Needs"],"published-print":{"date-parts":[[2021,10]]},"abstract":"<jats:p>The COVID\u201019 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators\u2019 teaching experiences and their perceptions about the impact of COVID\u201019 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID\u201019 outbreak. In addition, there was a difference in educators\u2019 experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID\u201019 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and\u00a0hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs.<\/jats:p>","DOI":"10.1111\/1471-3802.12533","type":"journal-article","created":{"date-parts":[[2021,7,15]],"date-time":"2021-07-15T22:29:05Z","timestamp":1626388145000},"page":"345-354","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["Educators\u2019 experiences in special education institutions during the COVID\u201019 outbreak"],"prefix":"10.1111","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8277-6213","authenticated-orcid":false,"given":"Ayse Dilsad","family":"Yakut","sequence":"first","affiliation":[{"name":"Ibn Haldun University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2021,7,15]]},"reference":[{"key":"e_1_2_5_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1741-1130.2012.00331.x"},{"key":"e_1_2_5_3_1","volume-title":"Covid\u201019 practice in primary schools in Ireland report","author":"Burke J.","year":"2020"},{"key":"e_1_2_5_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/S2352-4642(20)30110-3"},{"key":"e_1_2_5_5_1","volume-title":"Not even remotely fair: Experiences of students with disability during COVID\u201019","author":"Dickinson H.","year":"2020"},{"key":"e_1_2_5_6_1","volume-title":"Promising practices for equitable remote learning. 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