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

Year 2022, , 316 - 335, 31.05.2022

Elif Buğra Kuzu Demir , Ahmet Bilal Özbek , Kadir Demir

https://doi.org/10.31681/jetol.1076853

Cited By: 4

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.

Keywords

Special education teachers, Emergency remote teaching, Experience, Covid-19

Supporting Institution

-

Project Number

-

Thanks

-

References

• Abdulamir, A. S., & Hafidh, R. R. (2020). The possible immunological pathways for the variable immunopathogenesis of COVID—19 infections among healthy adults, elderly and children. Electron J Gen Med. 2020; 17 (4): em202. https://doi.org/10.29333/ejgm/7850
• 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
• Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 681-711.
• 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.
• Lipton, J. (2021). Teachers’ experiences with emergency remote teaching during the COVID-19 pandemic.
• Ludlow, B. L., & Brannan, S. A. (1999). Distance education programs preparing personnel for rural areas: Current practices, emerging trends, and future directions. Rural Special Education Quarterly, 18(3–4), 5–20. https://doi.org/10.1177/8756870599018003-402
• Manca, F., & Meluzzi, F. (2020). Strengthening online learning when school are closed: The role of families and teachers in supporting students during the COVID-19 crisis. https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed
• Matua, G.A., & Van Der Wal, D. M. (2015). Differentiating between descriptive and interpretive phenomenological research approaches. Nurse Researcher. 22, 6, 22-27. https://doi.org/10.7748/nr.22.6.22.e1344
• Mbazzi, F. B., Nalugya, R., Kawesa, E., Nimusiima, C., King, R., Van Hove, G., & Seeley, J. (2020). The impact of COVID-19 measures on children with disabilities and their families in Uganda. Disability & Society, 1-24. https://doi.org/10.1080/09687599.2020.1867075
• Melekoglu, M. A., Cakiroglu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13(3), 287-298. https://doi.org/10.1080/13603110701747769
• Ministry of National Education (2018). Special Education Services Regulation (Number: 30471). https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozelegitim hizmetleriyonetmeligi07072018.pdf
• Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, Sage.
• National Education Statistics (2020). Formal Education 2019/2020. Ministry of National Education. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2017_2018.pdf
• Patton, M. Q. (2001). How to use qualitative methods in evaluation (3rd Ed.). Newbury Park, Sage.
• Pınarcıoğlu, N. Ş. , Kanbak, A. & Şiriner Önver, M. (2021). Covid-19 pandemisi sürecinde kırsal-kentsel ve sosyo-ekonomik farklılıkların uzaktan eğitime etkisi. MSGSÜ Sosyal Bilimler , 1(23) , 28-48. https://dergipark.org.tr/en/pub/msgsusbd/issue/69550/1107748
• O’Keefe, L., Rafferty, J., Gunder, A., & Vignare, K. (2020). Delivering high-quality instruction online in response to COVID-19: Faculty playbook. Every Learner Everywhere. http://olc-wordpress-assets.s3.amazonaws.com/uploads/2020/05/Faculty-Playbook_Final-1.pdf
• Özbek, A. B. (2021). Development of and user experience with the comprehension strategies mobile app (COSMA). Learning Disabilities: A Contemporary Journal, 19(2), 189-206.
• Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2020). E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 1-14. https://doi.org/10.1080/1475939X.2020.1856714
• Paulauskaite, L., Farris, O., Spencer, H. M., EPICC-ID group, & Hassiotis, A. (2021). My son can’t socially distance or wear a mask: how families of preschool children with severe developmental delays and challenging behavior experienced the COVID-19 Pandemic. Journal of Mental Health Research in Intellectual Disabilities, 14(2), 225-236. https://doi.org/10.1080/19315864.2021.1874578
• Sambhanthan, A. (2022). A Glossary of Business Sustainability Concepts. In I. Management Association (Eds.), Research Anthology on Agile Software, Software Development, and Testing (pp. 67-83). IGI Global. https://doi.org/10.4018/978-1-6684-3702-5.ch005
• Sani-Bozkurt, S., Bozkus-Genc, G., & Yildiz, G. (2021). Reflections of covid-19 pandemic on autism spectrum disorder: A descriptive case study. Journal of Qualitative Research in Education, 25, 28-50. https://doi.org/10.14689/enad.25.2
• Simó-Pinatella, D., Goei, S. L., Carvalho, M., & Nelen, M. (2021). Special education teachers’ experiences of addressing challenging behaviour during the pandemic. European Journal of Special Needs Education, 1-14. http://dx.doi.org/10.1080/08856257.2021.1963152
• Skiba, R. J., Poloni-Staudinger, L., Simmons, A. B., Renae Feggins-Azziz, L., & Chung, C.-G. (2005). Unproven links: Can poverty explain ethnic disproportionality in special education? The Journal of Special Education, 39(3), 130–144. https://doi.org/10.1177/00224669050390030101
• Spooner, F., Spooner, M., Algozzine, B., & Jordan, L. (1998). Distance Education and Special Education: Promises, Practices, and Potential Pitfalls. Teacher Education and Special Education, 21(2), 121–131. https://doi.org/10.1177/088840649802100206
• Tokatly Latzer, I., Leitner, Y. ve Karnieli-Miller, O. (2020). Core experiences of parents of children with autism during the COVID-19 pandemic lockdown. Autism, 1362361320984317. https://doi.org/10.1177/1362361320984317
• Tsibidaki, A. (2021). Anxiety, meaning in life, self-efficacy and resilience in families with one or more members with special educational needs and disability during COVID-19 pandemic in Greece. Research in developmental disabilities, 109, 103830. https://doi.org/10.1016/j.ridd.2020.103830
• UNESCO. (2020). COVID-19 response – Remote learning strategy: Remote learning strategy as a key element in ensuring continued learning. COVID-19 Global Education Coalition, UNESCO. https://en.unesco.org/sites/default/files/unesco-covid-19-response-toolkit-remote-learning-strategy.pdf
• van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. SUNY Press. https://doi.org/10.4324/9781315421056
• Warner, K., Hull, K., & Laughlin, M. (2015). “The role of community in special education: A relational approach.” Interdisciplinary Connections to Special Education: Important Aspects to Consider, 30 (A): 151–166. http://dx.doi.org/10.1108/S0270-40132015000030A008
• Willner, P., Rose, J., Stenfert Kroese, B., Murphy, G. H., Langdon, P. E., Clifford, C., ... & Cooper, V. (2020). Effect of the COVID‐19 pandemic on the mental health of carers of people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 33(6), 1523-1533. https://doi.org/10.1111/jar.12811
• Wilson, A. (2015). A guide to phenomenological research. Nursing Standard, 29: 38–43. https://doi.org/10.7748/ns.29.34.38.e8821
• Yakar, L. (2021). The effect of emergency remote teaching on the university students’ end-of-term achievement. Journal of Educational Technology & Online Learning, 4(3), 373-390. http://doi.org/10.31681/jetol.957433
• Yarımkaya, D., & Töman, U. (2021). Exploring Turkish parents’ lived experiences on online science lessons of their children with mild intellectual disability amid the COVID-19 pandemic. International Journal of Developmental Disabilities, 1-10. https://doi.org/10.1080/20473869.2021.1922242
• Yavuz, M., Kayalı, B. & Tutal, Ö. (2021). Trend of distance education research in the covid-19 period: A bibliometric and content analysis. Journal of Educational Technology & Online Learning, 4(2), 256-279. http://doi.org/10.31681/jetol.922682
• Yingling, M. E., Hock, R. M., & Bell, B. A. (2018). Time-lag between diagnosis of autism spectrum disorder and onset of publicly-funded early intensive behavioral intervention: Do race–ethnicity and neighborhood matter? Journal of Autism and Developmental Disorders, 48(2), 561–571. https://doi.org/10.1007/s10803-017-3354-3