scholarly journals “Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020

2020 ◽  
Vol 10 (11) ◽  
pp. 320
Author(s):  
Rachel K. Schuck ◽  
Rachel Lambert
Keyword(s):  
Distance Learning ◽  
Special Education Teachers ◽  
Special Educators ◽  
Daily Life ◽  
School Personnel ◽  
Support Needs ◽  
Home Support ◽  
Physical Manipulatives ◽  
Teachers And Parents ◽  
Significant Support

While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs who often benefit from strong interpersonal connections, modeling, and the use of physical manipulatives. This paper details the experiences of two elementary special education teachers as they navigated the transition to ERT. The teachers reported three distinct stages of ERT: making contact, establishing routines, and transitioning to academics. They also discussed the challenges they faced during this period, such as the inequity in resources amongst their students, needing to rely on at-home support in order to meaningfully teach students, and changes in what it meant to be a teacher while having to teach online. While clearly not in favor of online learning, the teachers do present glimmers of hope, for example, with regards to increased communication between teachers and parents. The challenges and strategies used to overcome these challenges will be of use to educators in the coming months, with implications for distance learning in this population.

scholarly journals “Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020 [now published in Education Sciences: https://www.mdpi.com/2227-7102/10/11/320/htm]

2020 ◽  
Author(s):  
Rachel Schuck ◽  
Rachel Lambert
Keyword(s):  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
School Personnel ◽  
Support Needs ◽  
School Closures ◽  
Home Support ◽  
Physical Manipulatives ◽  
Teachers And Parents ◽  
Significant Support

AN UPDATED VERSION OF THIS PAPER HAS BEEN PUBLISHED IN EDUCATION SCIENCES. PLEASE SEE HERE: https://www.mdpi.com/2227-7102/10/11/320/htm While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs, who often benefit from strong interpersonal connections, modeling, and the use of physical manipulatives. This paper details the experiences of two elementary special education teachers as they navigated the transition to ERT. The teachers reported three distinct stages of ERT: making contact, establishing routines, and transitioning to academics. They also discussed challenges they faced during this period, such as the inequity in resources amongst their students, needing to rely on at-home support in order to meaningfully teach students, and changes in what it meant to be a teacher while having to teach online. While clearly not in favor of online learning, the teachers do present glimmers of hope, for example with regards to increased communication between teachers and parents. The challenges and strategies used to overcome them will be of use to teachers and school administrators in the coming months, as school closures are likely to remain for the foreseeable future.

scholarly journals The COVID-19 Pandemic: The Experiences of Children Aged 11-14 Years in Turkey

2021 ◽  
Vol 8 (4) ◽  
pp. 32-44
Author(s):  
Ayşegül ERÇEVİK ◽  
Gamze MUKBA
Keyword(s):  
Life Experience ◽  
Life Experiences ◽  
Daily Life ◽  
Leisure Activities ◽  
Support Needs ◽  
Online Application ◽  
Home Support ◽  
Economic Support ◽  
Research Designs ◽  
Sedentary Life

To prevent the spread of COVID-19, many countries imposed curfews, suspended classes, and switched to distance learning applications. In line with these developments, this study explored the daily life experiences, thoughts and feelings, support needs, and metaphors about staying home during this time of children aged 11-14 years in Turkey. The phenomenological method, one of the qualitative research designs, was used in the study. Categories and themes were formed from the data obtained through interviews with a total of 14 children, eight male and six female, from different cities in Turkey using an online application during April and May 2020. The themes formed from the children’s statements were “daily life experience during the Corona period”, “thoughts and feelings about staying home”, “support needs” and “metaphors about the pandemic process”. Children indicated academic and leisure activities for their daily life on Corona days. They indicated that they felt it was necessary to stay home, but feelings such as longing, anxiety, and fear were intense, and some of the children needed emotional, academic, and economic support. In assessing their metaphors, the categories of space, animal, property, and situation, and these metaphors the children emphasized staying at home involuntarily, protection from the illness, and sedentary life.

Attitudes of Educators toward Speech-Language Pathology Services in Rural Schools

1980 ◽  
Vol 11 (3) ◽  
pp. 145-153 ◽  
Author(s):  
Dennis M. Ruscello ◽  
Norman J. Lass ◽  
Nancy K. Fultz ◽  
Mary J. Hug
Keyword(s):  
Special Education ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Personnel ◽  
Favorable Attitude ◽  
Speech Pathology ◽  
Speech Language Pathology ◽  
Rural County ◽  
Language Pathology

The Scale of Educators' Attitudes Toward Speech Pathology (SEASP) was administered to school personnel in two rural county school systems, including: teachers in kindergarten through third grade, teachers in grades four through eight, and special education teachers. Analysis of responses showed that all three groups demonstrated a favorable attitude toward their existing speech-language pathology programs. However, the overall scores of the special educators were higher than those found for the two other groups. In addition, there was a tendency across the groups to express the attitude that the speech clinician's case load was too large and the therapy time employed per case inadequate.

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

scholarly journals Implementation of Distance Learning and Assessment in Kindergarten in Emergency Circumtances

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Nina Purnamasari ◽  
Anggraeni Heru ◽  
Fera Herawati
Keyword(s):  
Distance Learning ◽  
Data Collection ◽  
Blended Learning ◽  
Developmental Stage ◽  
Policy Options ◽  
Knowledge And Skills ◽  
Regional Administration ◽  
The Government ◽  
Teachers And Parents

This study aims to get a clearer picture of distance learning (DL) in kindergarten and its assessment, to provide recommendations for policy options related to DL in kindergarten to optimizing students' development and abilities in the emergency. This study was randomly sampling subjects, which are principals, teachers, and parents who had kindergarten-age children. The data collection was through interviews, documentation, and questionnaires deployed by Google form. The results of this study showed that the best format of DL in kindergarten is blended. The assessment for this blended learning that can be done both by teacher and parents are by using communication forum and checklist sheets. Policy options for DL in kindergarten are the use of package modules/books, home visits, activity sheets, television and radio, and the coordination of the government at central and regional administration, and education stakeholders. These policy options become necessary because of the quality of DL based on the knowledge and skills of the teacher/parents that corresponds to the child's developmental stage. DL in kindergarten is the fulfillment of education rights to children in any circumstances. This effort optimizing the children's development of abilities and potential as expected

scholarly journals Pembelajaran Jarak Jauh Selama Pandemi di Pondok Pesantren Darunajah 2 Bogor

2020 ◽  
Vol 2 (2) ◽  
pp. 151-159
Author(s):  
Nur Hayati
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Culture Shock ◽  
Learning System ◽  
Religious Activities ◽  
Teachers And Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teachers And Parents

In an effort to suppress the spread of the Covid-19 virus, Kemdikbud took a policy to close schools during the Covid-19 pandemic. All schools that initially did conventional learning by face-to-face, now learning is done from home through distance learning or online system, no exception pondok pesantren. The purpose of this research is to find out the distance learning process conducted by Pondok Pesantren Darunnajah 2 Cipining, Bogor. This research was conducted using descriptive qualitative approach. Based on research can be known that in learning, pesantren use various platforms such as google classroom, google meet, whatsapp, and smart system. In this online learning, the materials and tasks given are quite diverse, although there are no tasks in the form of discussions so that the interaction between students and students and teachers cannot be done. All parties, both students, teachers, and parents experienced a culture shock with the existence of this distance learning system / online. Distance learning /online also gives rise to physical distancing. Religious activities that are usually carried out in pesantren are now carried out at home and all must be reported to the teacher or room guardian via whatsapp. The challenges faced in online learning include a lack of interaction between teachers and students, a network that arises to sink, quotas that are rapidly depleted and expensive, and a lack of active participation of students. Therefore, the readiness of both teachers and students, as well as motivation from parents can also support the implementation of this distance learning process. In addition, the provision of quotas is also important to support the online learning process carried out by pesantren.

Sign in / Sign up

Export Citation Format

Share Document