Citation

McAdams Ducy E, Stough LM. J. Fam. Issues 2011; 32(10): 1325-1345.

Copyright

(Copyright © 2011, SAGE Publishing)

DOI

10.1177/0192513X11412494

PMID

unavailable

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.