Specyfika edukacji zdalnej uczniów z niepełnosprawnością intelektualną
Article Sidebar
Main Article Content
Abstract
The COVID-19 pandemic forced a sudden transition to remote learning, revealing numerous concerns about its accessibility and effectiveness for students with intellectual disabilities. Although these experiences are now retrospective, they remain an important source of knowledge about organising education in crisis situations, such as armed conflicts, environmental threats, public health emergencies, or other sudden disruptions to school functioning. The aim of the study was to examine teachers’ opinions on remote education for this group of pupils in Poland and to compare them with the views of teachers working with other pupils with special educational needs. In 2021, a quantitative survey was conducted among 276 teachers from mainstream, inclusive and special schools, and the data were statistically analysed. The results indicate that remote education was perceived as more burdensome and less effective, highlighting difficulties in individualising instruction and insufficient systemic preparation. These findings may inform the development of inclusive educational solutions that ensure continuity and prevent exclusion in future crises.
Translation
Downloads
Article Details
Data Availability Statement
none
Issue
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
AUTHOR'S STATEMENT
I am aware that the Educational Transactional Analysis journal is published under a Creative Commons license - Attribution (https://creativecommons.org/licenses/by/4.0/legalcode).
By submitting the article, I agree to make it available under this license
How to Cite
References
Al-Zboon, E., & Al-Dababneh, K. (2022). COVID-19 and the status of remote learning for students with disabilities in Jordan: the learned lessons. International Journal of Special Education, 37(1), 154–165. https://doi.org/10.52291/ijse.2022.37.34 DOI: https://doi.org/10.52291/ijse.2022.37.34
Cumming, C., & Gilanyi, A. (2023). Our Classes Are Like Mainstream School Now: Implementing Universal Design for Learning at a Special School. Australasian Journal of Special and Inclusive Education, 47(2), 63-77. https://doi.org/10.1017/jsi.2023.7 DOI: https://doi.org/10.1017/jsi.2023.7
Eurostat, (2020). Classroom teachers and academic staff by education level, programme orientation, sex and age groups. https://ec.europa.eu/eurostat/databrowser/view/EDUC_UOE_PERP01__custom_1337736/bookmark/table?lang=en&bookmarkId=73fc7d03-b53d-4757-874e-54b229af2db0&page=time:2019
Goldman, S. E., Finn, J. B., & Leslie, M. J. (2021). Classroom Management and Remote Teaching: Tools for Defining and Teaching Expectations. TEACHING Exceptional Children, 54(6), 404-413. https://doi.org/10.1177/00400599211025555 DOI: https://doi.org/10.1177/00400599211025555
Jameson, J. M., & Mcdonnell, J. (2007). Going the Distance to Train Teachers for Students with Severe Disabilities: The University of Utah Distance Teacher Education Program. Rural Special Education Quarterly, 26(2), 26-32. https://doi.org/10.1177/875687050702600205 DOI: https://doi.org/10.1177/875687050702600205
Kim, H., & Hyunki, S. (2021). A Study on Actual Conditions and Improvement Plans of Distance Learning for the Students with Intellectual Disabilities. Korean Journal of Special Education, 55, 1-33. https://doi:10.15861/KJSE.2021.55.4.1 DOI: https://doi.org/10.15861/kjse.2021.55.4.1
Plichta, N. (2021). Evaluating emergency distance education and support for people with intellectual disabilities during the COVID-19 pandemic. Studia Z Teorii Wychowania, Vol. XII, 3 (36), 133-153. https://doi.org/10.5604/01.3001.0015.4825 DOI: https://doi.org/10.5604/01.3001.0015.4825
Philip, D., & Bali, I. (2022). Teaching Special Education during the COVID-19 Pandemic: An Exploratory Study. World Journal of English Language, 12(1), 246–257. https://doi.org/10.5430/wjel.v12n1p246 DOI: https://doi.org/10.5430/wjel.v12n1p246
Stambekova, A., Zhakipbekova, S., Tussubekova, K., Mazhinov, B., Shmidt, M., & Rymhanova, А. (2022). Education for the disabled in accordance with the quality of inclusive education in the distance education process. World Journal on Educational Technology: Current Issues, 14(1), 316–328. https://doi.org/10.18844/wjet.v14i1.6760 DOI: https://doi.org/10.18844/wjet.v14i1.6760