Emergency Distance Education during the COVID-19 Pandemic: A Qualitative Research from a Special Education Perspective

Autor/inn/en	Purbudak, Aysegul; Yilmaz, Mutluhan; Cakir, Ozlem
Titel	Emergency Distance Education during the COVID-19 Pandemic: A Qualitative Research from a Special Education Perspective
Quelle	In: Turkish Online Journal of Distance Education, 23 (2022) 3, S.86-102, Artikel 6 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Purbudak, Aysegul) ORCID (Yilmaz, Mutluhan) ORCID (Cakir, Ozlem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Students with Disabilities; Special Education Teachers; Student Needs; COVID-19; Pandemics; Barriers; Teacher Student Relationship; School Closing; Distance Education; Technological Literacy; Parent Role; Teacher Attitudes; Access to Education; Teaching Methods; Student Evaluation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Technisches Wissen; Parental role; Elternrolle; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung
Abstract	It is a fact that the world was caught unprepared for the COVID-19 outbreak. Especially when the epidemic broke out in many countries, educational activities were suspended for a while, and then distance education was started. Since this process is the result of a sudden transition, it has been seen that it brings with it many difficulties. Among these difficulties, perhaps the most prominent was the situation of students who need special education and special education teachers. In this direction, the aim of the study is to determine the difficulties experienced by students with special needs and special education teachers in this process. This research was carried out within the framework of the qualitative method. Within the scope of the research, 20 special education teachers were reached, and their opinions were taken with a semi-structured interview form. The responses received were divided into codes and categories, which were analyzed by content analysis, one of the qualitative analysis methods. According to the findings, special education teachers stated that they had the most difficulty in communicating with their students while negating the distance education process. Accessibility problem was also stated as an important problem and the problems caused by low parental technology literacy were emphasized. Although special education teachers find positive justifications for ensuring that education somehow continues in the distance education process, they make several valuable suggestions for structuring the system more inclusive and for all potential users. Platforms for students who need special education in the distance education process can be designed to support topics such as content, interaction, socialization. The family can take a more active role in this process as a stakeholder. For this, family members can be motivated with the necessary prior information and demands full of expectations. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01