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Exploring Turkish special education teachers’ experiences of emergency remote teaching during the COVID-19 pandemic

Year 2022, , 316 - 335, 31.05.2022
https://doi.org/10.31681/jetol.1076853

Abstract

Individuals with special needs are highly disadvantaged during the COVID-19 quarantine days, and families and children received limited support. Learning the experiences, problems and solution suggestions of teachers who are responsible for the education of children with special needs is of great importance in determining the plans to be made to provide the necessary support. The purpose of this study is to investigate in-service special education teachers’ experiences of emergency remote teaching and to seek to understand the essence of their lived experiences during the COVID-19 pandemic. This qualitative study employs a phenomenological design. This current interpretative phenomenological study consists of 21 special education teachers that meet predetermined criteria. Semi-structured interviews were used to collect the data. Five key questions and one closing question which were created by the researchers aligned with the purpose of the study were asked to the participants. As a result of the data obtained within the scope of the study, themes emerged according to special education teachers’ experiences such as technical infrastructure, ICT literacy, required technical support, transformations in performance tracking and assessment, learning resource, problem behaviors, goals and objectives, family engagement, person being supported, type of support provided and decision about sustainability.

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References

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Year 2022, , 316 - 335, 31.05.2022
https://doi.org/10.31681/jetol.1076853

Abstract

Project Number

-

References

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  • Abel Jr, A. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 127–143. http://dx.doi.org/10.5281/zenodo.3881529
  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, pp. 1–13. https://doi.org/10.1080/10494820.2020.1813180
  • Affouneh, S., Salha, S., & Khlaif, Z. (2020). Designing quality e-learning environments for emergency remote teaching in Coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135–137. https://doi.org/10.30476/ijvlms.2020.86120.1033
  • Aguliera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: perspectives on educational equity. Information and Learning Science, 121(5–6), 461–468. https://doi.org/10.1108/ILS-04-2020-0100
  • Akbulut, M., Sahin, U., & Esen, A. C. (2020). More than a virus: How COVID 19 infected education in Turkey?. Journal of Social Science Education, 19, 30-42. https://doi.org/10.4119/jsse-3490 pp.30-42
  • Anyim, W. O. (2018), “Assessment of ICT literacy skills of digital library users and staff in Salem University, Lokoja, Kogi”, Library Philosophy and Practice(e-journal), pp. 1-24.
  • Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2020). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families?. Journal of Autism and Developmental Disorders, 1-9. https://doi.org/10.1007/s10803-020-04577-2
  • Bozkurt, A., & Sharma, R. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(April). https://doi.org/10.5281/zenodo.3778083
  • Bullock, L. M., Gable, R. A., & Mohr, J. D. (2008). Technology-mediated instruction in distance education and teacher preparation in special education. Teacher Education and Special Education, 31(4), 229–242. https://doi.org/10.1177/0888406408330644
  • Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N., (2020). Parental engagement in children’s learning: insights for remote learning response during COVID-19. Innocenti Research Briefs no. 2020-09. UNICEF Office of Research - Innocenti, Florence. https://www.unicef-irc.org/publications/pdf/IRB%202020-09%20CL.pdf
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  • Canning, N., & Robinson, B. (2021). Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England. European Journal of Special Needs Education, 36(1), 65-79. https://doi.org/10.1080/08856257.2021.1872846
  • Caprì, T., Nucita, A., Iannizzotto, G., Stasolla, F., Romano, A., Semino, M., ... & Fabio, R. A. (2020). Telerehabilitation for improving adaptive skills of children and young adults with multiple disabilities: a systematic review. Review Journal of Autism and Developmental Disorders, 1-9. https://doi.org/10.1007/s40489-020-00214-x
  • Cook, B. G., & Schirmer, B. R. (2003). What Is special about special education?: Overview and analysis. The Journal of Special Education, 37(3), 200–205. https://doi.org/10.1177/00224669030370031001
  • Couper-Kenney, F., & Riddell, S. (2021). The impact of COVID-19 on children with additional support needs and disabilities in Scotland. European Journal of Special Needs Education, 36(1), 20-34. https://doi.org/10.1080/08856257.2021.1872844
  • Dickinson, H., Smith, C., Yates, S., & Tani, M. (2020). Not even remotely fair: Experiences of students with disability during COVID-19. Melbourne: Children and Young People with Disability Australia. Retrieved from. https://www.cyda.org.au/ resources/details/172/not-even-remotely-fair-experiences-of-students-with-disability-during-covid-19-full-report
  • Eickelmann, B., & Vennemann, M. (2017). Teachers ‘attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733-761. https://doi.org/10.1177%2F1474904117725899
  • Elçiçek, M. (2021). Tendencies in Turkey-based academic studies on distance education during the covid-19 pandemic. Journal of Educational Technology & Online Learning, 4(3), 406-417. http://doi.org/10.31681/jetol.916038
  • Ferretti, R. P. (2019) Problem-solving and working memory in people with intellectual disabilities: An historical perspective. JL Matson (Ed.) Handbook of intellectual disabilities. Springer, Cham, pp 61–71. https://doi.org/10.1007/978-3-030-20843-1
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 1–18. https://doi.org/10.3390/soc10040086
  • Genç Kumtepe, E., Toprak, E., Öztürk, A., Tuna Büyükköse, G., Kılınç, H., & Aydın Menderis, İ. (2019). Support services in open and distance learning: A model proposal from local to global. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 5(3), 41-80.
  • Gibbs, V., & Toth-Cohen, S. (2011). Family-centered occupational therapy and telerehabilitation for children with autism spectrum disorders. Occupational Therapy in Health Care, 25(4), 298-314. https://doi.org/10.3109/07380577.2011.606460
  • Guba, E. (1981) Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29(2), 75–91. https://doi.org/10.1007/BF02766777
  • Guller, B., Yaylaci, F., & Eyuboglu, D. (2021). Those in the shadow of the pandemic: impacts of the COVID-19 outbreak on the mental health of children with neurodevelopmental disorders and their parents. International Journal of Developmental Disabilities, 1-13. https://doi.org/10.1080/20473869.2021.1930827
  • Jung, L. A., Galyon-Keramidas, C., Collins, B., & Ludlow, B. (2006). Distance education strategies to support practica in rural settings. Rural Special Education Quarterly, 25(2), 18–24. https://doi.org/10.1177/875687050602500205
  • Kargın, T. (2007). The process for educational assessment and individualized education programme. Ankara University Faculty of Educational Sciences Journal of Special Education, 8(01), 1-15. https://doi.org/10.1501/Ozlegt_0000000103
  • Kaya, A., & Sahin, C. H. (2021). ‘I did not even receive even a phone call from any institution!’: experiences and recommendations related to disability during COVID-19. International Journal of Developmental Disabilities, 1-9. https://doi.org/10.1080/20473869.2021.1978268
  • Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2020). The Covid-19 epidemic: Teachers' responses to school closure in developing countries. Technology, Pedagogy and Education, 1–15. https://doi.org/10.1080/1475939X.2020.1851752
  • Kinnunen, J., & Georgescu, I. (2020). Disruptive pandemic as a driver towards digital coaching in OECD countries. Romanian Journal for Multidimensional Education, 12, 55–61. https://doi.org/10.18662/rrem/12.2Sup1/289
  • Klavina, Ng., K., Ferreira, A., Barrett, J. P., Pozeriene, U., Reina, J., … Barrett, U. (2021). Teachers’ preparedness to deliver remote adapted physical education from different European perspectives: Updates to the European standards in adapted physical activity. European Journal of Special Needs Education, 36(1), 98–113. https://doi.org/10.1080/08856257.2021.1872848
  • Lake, J. K., Jachyra, P., Volpe, T., Lunsky, Y., Magnacca, C., Marcinkiewicz, A., & Hamdani, Y. (2021). The wellbeing and mental health care experiences of adults with intellectual and developmental disabilities during COVID-19. Journal of Mental Health Research in Intellectual Disabilities, 14(3), 285-300. https://doi.org/10.1080/19315864.2021.1892890
  • Lee, A. (2020). An (interpretive) phenomenological analysis of nursing professions experience of developing a transnational curriculum. Nurse Education Today, 84(2020), 104.251. https://doi.org/10.1016/j.nedt.2019.104251
  • Lemay, D. J., Doleck, T., & Bazelais, P. (2021). Transition to online teaching during the COVID-19 Pandemic. Interactive Learning Environments, 1-11. https://doi.org/10.1080/10494820.2021.1871633
  • Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks: Sage.
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There are 66 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Elif Buğra Kuzu Demir 0000-0003-1779-5340

Ahmet Bilal Özbek 0000-0002-0200-4932

Kadir Demir 0000-0001-9568-9450

Project Number -
Publication Date May 31, 2022
Published in Issue Year 2022

Cite

APA Kuzu Demir, E. B., Özbek, A. B., & Demir, K. (2022). Exploring Turkish special education teachers’ experiences of emergency remote teaching during the COVID-19 pandemic. Journal of Educational Technology and Online Learning, 5(2), 316-335. https://doi.org/10.31681/jetol.1076853


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