Implications of Distance Education on Children with Disabilities

Autor/inn/en	Karnas, Mustafa; Alpaydin, Beyza; Eker, Abdullah
Titel	Implications of Distance Education on Children with Disabilities
Quelle	In: Support for Learning, 38 (2023) 2, S.98-118 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12437
Schlagwörter	Special Education Teachers; Foreign Countries; Distance Education; Emergency Programs; School Closing; Pandemics; COVID-19; Educational Change; Students with Disabilities; Barriers; Opinions; Instructional Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausland; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrmeinung; Unterrichtserfolg; Türkei
Abstract	Once the COVID-19 was announced as a pandemic by the World Health Organization at the beginning of 2020, almost all countries around the world shifted from traditional face to face education to distance education to prevent the spread of the virus. Türkiye implemented distance education practices through a web-based platform named education information network (EBA) and EBA TV channels. However, the rapid shift from traditional face to face education to distance education was challenging especially for students with disabilities, their parents and teachers because these students needed individualised education and some services which were impossible to implement remotely. The purpose of this study was to explore (a) the challenges that teachers and students faced during distance education; (b) the implications of distance education on students with disabilities. Further, this study explored opinions of special education teachers regarding how to make distance education more effective for students with disabilities. A semi-structured interview was conducted with 12 special education teachers. Findings demonstrated that distance education through EBA was neither sufficient nor convenient for most students with disabilities. Limitations of this study and suggestions for future research were discussed. (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