Session Information
11 SES 01 A, Teaching/Learning Methodologies and Approaches for Diverse Needs
Paper Session
Contribution
Methods for teaching online were developed and gradually implemented in schools over the last two decades, but because of the COVID-19 pandemic that broke at the beginning of 2020, the development and adoption of all educational methods had to be carried much faster than planned (Kaur & Manroshan, 2020). Likewise, whereas educators and scholars continually search for innovative ways to improve inclusion processes, the pandemic added another challenge, since most teachers began teaching online rather than face-to-face in class (Flores & Swennen, 2020; Kaur, 2020). Likewise, educators had to reconsider the inclusion of learners with special needs in online lessons. Generally, teachers’ concerns relate to two main issues: the challenges of conducting online and hybrid teaching while not all learners have proper internet access, and the need to focus on new learning skills more than on the material content of the (Korkmaz & Toraman, 2020). Zhao & Watterston (2021), emphasized the teachers’ need to develop flexible curricula that allow learners with different learning abilities to cope with the materials, but at the same time, to define basic outcomes that all learners must meet. These educational changes and challenges highlight the need to better understand teachers’ perspectives regarding the processes they should conduct when including learners with special needs in online lessons.
Among the variety of learners with special needs that study in inclusive environments, the most common ones are those with Learning Disabilities (LD), given their high frequency in society, estimated as 5%-17% of the population (Grigorenko et. al., 2020). Accordingly, their inclusion takes place in many schools worldwide through the implementation of a variety of teaching strategies (Flavian & Uziely, 2022).
This study was initially developed out of the desire to better understand primary-school teachers’ perspectives, challenges, and advantages of teaching online during the lockdowns to heterogenous groups that included learners with LD, while also aiming to maintain high quality educational processes. There is no doubt that the role of teachers who include learners with LD in their classes is complex and challenging since they must adapt their teaching and learning for all learners. When teaching in person in schools, one can develop learning adjustments for all learners according to the learning environment, get help from other teachers and apply group learning. However, when teaching online via zoom and other similar platforms, this is not the case.
Aiming to contribute to quality online-teaching in inclusive classes with learners with LD, three main questions led this study throughout the interviews and the data analysis:
- How do including teachers with pupils with LD in their class perceive their role as disciplinary teachers during online teaching?
- How do including teachers with pupils with LD in their class perceive their role as disciplinary teachers promoting inclusion during online learning?
- What is the sense of self-efficacy among including teachers working remotely regarding their ability to optimally include pupils with LD?
Method
This study is based on the qualitative-narrative approach, according to which researchers seek to learn about participants perspectives and beliefs (Ganzevoort, 2012). The participants of this study were 45 primary-school teachers, who were individually interviewed via Zoom technology. Following the qualitative approach for online interviewing (Salmon, 2014), all interviews were recorded and were immediately professionally transcribed. This method allowed researchers to gain relevant information to better understand the participants’ perspectives regarding the challenges they experienced and the teaching strategies they used to enable the inclusion of learners with LD while teaching online. Data analysis was conducted in two stages, looking for main themes and ideas that reveal new and practical knowledge: first, the two researchers analyzed the transcripts separately. At this stage, the researchers mainly followed core themes from previous literature, while also highlighting other themes that emerged from the transcripts. In the second stage of data analysis, the researchers compared their results, discussed the new themes they had found and any minor differences that were found.
Expected Outcomes
Based on the participants’ answers, researchers found that online teaching challenges inclusion processes in general, but even more so when teachers aim to promote quality inclusion of learners with LD. Initial data analysis revealed that primary-school teachers believe that to promote quality inclusion in their classes, they need to teach in face-to-face sessions. They explained their attitude by emphasizing the importance of collecting data about their learners through unofficial ways, mainly based on their learners’ body-language. A common example that reoccurred in various ways was the fact that learners could mute themselves or turn off their cameras during online sessions, which was extremely challenging for teachers who wished to follow all their learners’ learning actions. On the other hand, teachers also emphasized the benefits of teaching and including learners with LD in online sessions, by referring to the virtual workspaces. They explained that these spaces allowed quiet learning areas for peer-learning and individual learning alongside one-on-one teaching, without distracting the other members of the class. Promoting quality education is an ongoing process that should be based on stable educational theories, updated studies, and innovated learning procedures. There is no doubt that online teaching and learning provide teachers the opportunities to apply learning tools, but at the same time, there are challenges that need to be considered as well. Furthermore, teachers should be professionally prepared how to teach online learners with LD, because of the unique learning processes they require.
References
Flavian, H., & Uziely, E. (2022). Determinants of teachers' attitudes towards inclusion of pupils with ADHD: The role of teacher education. Frontiers in Education. https://doi.org/10.3389/feduc.2022.941699 Flores, M. A., & Swennen, A. (2020). The COVID-19 pandemic and its effects on teacher education. European Journal of Teacher Education, 43(4), 453-456. Ganzevoort, R. R. (2012). Narrative approaches. In: B. Miller-McLemore (Ed.) The Wiley-Blackwell companion to practical theology, 214-223. Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. Kaur, N. & Manroshan, S.B. (2020). The face of education and the faceless teacher post COVID-19. Journal of Humanities and Social Sciences Research, Horizon, 2(S), 39-48. Korkmaz, G., & Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science, 4(4), 293-309. Salmon, J. (2014). Qualitative online interviews, Strategies, design, and skills (2nd edition). Sage. Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3-12.
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