Open AccessDifficulties Faced by Special Education Teachers during COVID-19 Pandemic
Author(s) -
Dr.E. Raghul,
B R Aravind,
K. Rajesh
Publication year - 2021
Publication title -
international journal of early childhood special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.144
H-Index - 9
ISSN - 1308-5581
DOI - 10.9756/int-jecse/v13i2.211172
Subject(s) - curriculum , nonprobability sampling , pandemic , medical education , psychology , special education , covid-19 , mathematics education , pedagogy , medicine , population , environmental health , disease , pathology , infectious disease (medical specialty)
The purpose of this research is to find out what difficulties special education instructors’ face when it comes to educating children with special needs during the COVID-19 pandemic. Participants in this research were 30 special education instructors who were chosen through a purposive sampling procedure to serve as respondents. In order to identify the difficulties and challenges faced by special education instructors, both quantitative and qualitative techniques were used. In an attempt to comprehend the data, a descriptive analysis was performed. During the COVID-19 pandemic, special education instructors who worked with students who had learning impairments did not get any technology assistance in order to educate the students. According to the findings of the research, the instructional method for special learners has a suboptimal learning environment as a result of the absence of web-based instructional teaching. The survey's major findings identified 15 difficulties, with the most significant of these being 'insufficient e-learning resources', 'lack of training for online teaching', 'giving feedback to students', and 'making the students to attend online classes', as per survey respondents. According to the results, practitioners and curriculum designers may use the information to build and improve the special education system, teaching techniques, and technologically imbibed instructional learning among special education instructors.