Educators' Experiences in Special Education Institutions during the COVID-19 Outbreak

Autor/in	Yakut, Ayse Dilsad
Titel	Educators' Experiences in Special Education Institutions during the COVID-19 Outbreak
Quelle	In: Journal of Research in Special Educational Needs, 21 (2021) 4, S.345-354 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yakut, Ayse Dilsad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12533
Schlagwörter	Special Education Teachers; School Closing; Rehabilitation Centers; Teaching Experience; Teacher Attitudes; Students with Disabilities; Autism; Pervasive Developmental Disorders; Intellectual Disability; Hearing Impairments; Visual Impairments; Attention Deficit Hyperactivity Disorder; Academically Gifted; Special Schools; Foreign Countries; COVID-19; Pandemics; Turkey + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School closings; Schule; Schließung; Schließung (von Schulen); Rehabilitation center; Rehabilitation centre; Rehabilitation centres; Rehabilitationszentrum; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Intellect; Verstand; Hearing impairment; Hörbehinderung; Visual handicap; Sehbehinderung; Special school; Sonderschule; Ausland; Türkei
Abstract	The COVID-19 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' teaching experiences and their perceptions about the impact of COVID-19 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-19 outbreak. In addition, there was a difference in educators' 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-19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01