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Impact of COVID-19 Health Protocols on Preservice Teacher Attitudes Towards Individuals with Disabilities

Abstract

COVID-19 health requirements have had a significant impact on K-12 education, as well as pre-service teacher field experiences, often resulting in the removal of most face-to-face interactions. This study seeks to determine if the absence of face-to-face interaction within an introductory, undergraduate special education course affected attitudes of the students towards individuals with disabilities. The Multidimensional Attitudes Scale toward Persons with Disabilities (MAS) was administered to 161 undergraduate education majors, some having had a face-to-face experience and some who did not. Results suggest that students without the face-to-face contact did not see the same level of attitude improvement toward individuals with disabilities as their counterparts who participated in face-to-face experiences.

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