Are Special Education Teachers Ready for Distance Education? Experiences and Needs During the Covid-19 Outbreak

Year 2021, Volume: 10 Issue: 3, 526 - 540, 05.10.2021

Elif Polat , Sinan Hopcan , Mehmet Emin Öztürk

https://doi.org/10.14686/buefad.823743

Cited By: 2

Abstract

This study was conducted to determine the experiences and needs of special education teachers regarding distance education during the COVID-19 pandemic. Survey model and convenient sampling technique were used. Participants were 191 teachers from İzmir, Turkey. Special Education Teacher Needs Analysis Form developed by the researchers was used as data collection tool. Orange and SPSS programs were used for analyzing. Results indicate that most of the teachers stated they are technology literate and have computer, phone or tablet. Few had been trained in distance education. Most of them have developed at least one of the homework, IEP (individualized education plan), computer/web supported materials, educational mobile applications, materials, educational video applications. More than half of them used technology-supported applications/activities. Nearly half of them have prepared IEP online. Only a quarter of teachers taught live lessons. They mostly provide feedback and interact partially, individualize lessons partially, cooperate with their colleagues partially in online education. Most teachers think that blended learning is appropriate for students. Half of them ready to teach online. They stated that if there was an e-mentor to support them in this environment, they would feel ready. Moreover, the most encountered difficulty is their students’ use of technology.

Keywords

Covid-19, Special Education Teachers, Distance Education, Online Learning in Special Education, Computer Education and Instructional Technology

Özel Eğitim Öğretmenleri Uzaktan Eğitime Hazır mı? Covıd-19 Sürecinde Öğretmenlerin Deneyimleri ve İhtiyaçları

Abstract

Bu araştırmanın amacı özel eğitim öğretmenlerinin pandemi sürecindeki uzaktan eğitimle ilgili deneyimleri ve ihtiyaçlarının belirlenmesidir. Çalışmada betimsel araştırma yöntemlerinden tarama modeli ve elverişli örnekleme tekniği kullanılmıştır. Katılımcılar, İzmir ilinden 191 özel eğitim öğretmenidir. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen Özel Eğitim Öğretmeni İhtiyaç Analizi Formu kullanılmıştır. Verilerin analizinde Orange ve SPSS programları kullanılmıştır. Bulgular yüzde ve frekans şeklinde tablolaştırılarak sunulmuştur. Çalışmanın sonuçlarına göre öğretmenlerin neredeyse hepsi teknoloji okuryazarı olduklarını belirtmişlerdir. Öğretmenlerin hepsi bilgisayar, telefon veya tabletten en az birine sahip olup, yarısından çoğu teknolojik aygıtları günde 1-3 saat arası kullanmaktadır. Öğretmenlerin neredeyse hiçbiri uzaktan eğitim konusunda eğitim almamıştır. Öğretmenlerin çoğu ödevler, BEP (bireyselleştirilmiş eğitim planı), bilgisayar/web destekli materyaller, eğitsel mobil uygulamalar, basılı materyaller, eğitsel video uygulamalarından en az birini geliştirmiştir. Öğretmenlerin yarısından çoğu teknoloji destekli hazır uygulamalar/etkinlikler kullanmıştır. Yarısına yakını çevrimiçi BEP hazırlamıştır. Öğretmenlerin sadece dörtte biri canlı ders yapmıştır. Öğretmenlerin çevrimiçi eğitimde çoğunlukla kısmen dönüt verebildiği ve kısmen etkileşim sağlayabildiği, kısmen bireyselleştirme sağladığı, meslektaşlarıyla kısmen işbirliği yaptığı görülmüştür. Öğretmenlerin çoğu özel eğitim gereksinimli öğrenciler için karma öğrenmenin uygun olduğunu düşünmektedir. Çevrimiçi öğrenmeye hazır hissetme oranları yarı yarıyadır. Öğretmenler bu ortamda kendilerine destek olacak e-mentor olsa hazır hissedeceklerini belirtmişlerdir. Ayrıca en fazla karşılaşılan güçlük öğrencilerin teknoloji kullanımıdır.

Keywords

Covid-19, Özel Eğitim Öğretmenleri, Uzaktan Eğitim, Özel Eğitimde Çevrimiçi Öğrenme, Bilgisayar ve Öğretim Teknolojileri Eğitimi

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