Educating students with autism through ICT during the COVID-19 pandemic

Intenational Journal of Special Education, 2024

The pandemic COVID -19 necessitated the introduction of distance learning in many countries, including Poland. For teachers and students, this meant a major change and several challenges (both technical and psychological) that they had to face. Students with autism spectrum disorder (ASD) and their teachers are concerned. The aim of the present study was to find out the opinions of teachers about teaching children with ASD during the COVID-19 pandemic. The study was conducted at a time when the situation in Poland was very bad due to the epidemic and distance education was introduced. The survey involved 276 teachers, 144 of whom worked daily with a student with autism spectrum disorder (ASD) and 132 of whom worked with students with other than ASD special educational needs and disabilities (SEND). The results showed that teachers working with students with autism spectrum disorder were more likely to feel annoyed during the pandemic, less engaged in their work, and less likely to help others. Although teachers saw the benefits of distance learning, most felt that students with autism spectrum disorder did better in traditional schools.

International journal of research publications, 2022

Extreme measures, like house confinement and the closure of establishments and services such as schools, were part of the lockdown that was imposed by governments as part of the effort to contain the COVID-19 epidemic. Various studies were then conducted to learn about the significant impacts of COVID-19 on children with autism during this period. The effects of the pandemic on children with autism from the viewpoint of parents and teachers were extensively researched. However, the lived experiences of the children from their perspective are not yet fully explored. This paper is conducted to understand and draw insights into the impact of COVID-19 from the first-hand experiences of children with autism; what are the challenges in learning through online modality and what are the coping mechanism they exhibit in this adversity. This will help educators draw out ideas on how we can support and help learners with autism holistically as we shift back to the new normal. To identify and get the instances with a wide range of information and make the best use of the limited resources available, purposive sampling is a technique that is frequently employed in qualitative research (Patton, 2002). This study uses thematic analysis, where the information obtained is evaluated by looking through a data set to find, evaluate, and report recurring trends. (Braun and Clarke 2006). Based on the results of the combined questionnaires and interviews, shows that the teachers' experiences in terms of teaching strategies, coping mechanisms, and support from parents and schools before the pandemic in teaching children with autism are presented best, during the pandemic are presented worst and after the pandemic they experienced average. On the other hand, the parents' experiences in terms of their children's behavior and academic progress, the parents coping mechanism, and the teachers and school support before the pandemic presented as good, during the pandemic bad, and after the pandemic are presented well. Moreover, the researcher recommended that for teachers to prepare the learners in the same scenario that will happen in the future, through social stories since repetition is one aspect that children with autism manifest. The parents should be consistent, and what the teachers and the therapist are teaching their children should be followed up at home, so that the children will not have a hard time adjusting. Lastly, schools should equip their teachers with skills and knowledge in dealing with students who need extra care, understanding, and patience.

Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi dergisi, 2022

Coronavirus disease which broke out in Wuhan/China in December 2019, identified as the Covid-19 Pandemic in a short time by the WHO (World Health Organization) (WHO,2020). Countries took many precautions as the virus spread to the whole world. After the rise in the numbers of the positive cases and deaths, distance education process started on 23 rd of May 2020 as it started all around the world in order not to hinder the right to access education. Education carried out through distance education in higher education institutes and in schools of Ministry of National Education. After the problems encountered in the distance education process, lots of studies have been done on this subject. When the studies in the literature examined, no studies can be found on the problems of individuals with autism attending higher education. This study uses a qualitative approach and conducted through semi-structured interviews done with the parents of three higher education students with autism who studies in Konya. The results show that these students have problems in access to education, social interaction and the support that families need. Results also reveals that the teaching methods and homework aren't suitable for these students and these make them reluctant and indifferent to the lessons. Participants stated that they need to be informed about the process and they need psychological and social support. Suggestions for the implementation and further researches are made in light of the results of the study.

South Eastern European Journal of Public Health

Context: COVID-19 has disproportionately affected the autism community yet also provided an opportunity to improve education delivery. There are several policies to ensure education for autistic children, but there are still gaps that need to be filled. Policy Options: This policy brief analyses several interventions designed to create a more inclusive education environment for autistic children. The four policy options described and analyzed are: Teacher assistants focussing on children with special education needs, Peer Mentoring Interventions (PMI), Digitalization of Education, and Gamification. Recommendations: The analysis concludes that PMI and Gamification would be the most feasible to implement. PMI can improve the dynamic between autistic children and their neurotypical peers. Gamification enables personalization to educational needs and fluid transition to at-home education. Subsequently, the European Union already invests in gamification, making the step smaller to inves...

2023

The COVID-19 outbreak triggered a global financial and healthcare crisis. All public venues, including schools, were closed by governments due to the pandemic. Most schools used distance learning, allowing students to continue learning even when they were at home. So, more than a billion students were taught using learning-from-home contexts. Learning at home is challenging for most children, but it is more difficult for children with ASD, as they are already considered a particularly vulnerable population. Many studies investigated the impact of distance learning during the pandemic. However, they present a mixed set of experiences. Some other studies have categorized the factors which are linked to learning progress based on personal traits (such as perseverance, anxiety, etc.), social context, and family context. Certainly, some constructs might serve as protective factors to support remote learning, including child pre-COVID academic achievement, adaptive coping strategies, and emotion regulation abilities. Also, there are many strategies for teachers to develop instructional materials, communication supports, and behavioral supports, as well as ways for caregivers to provide support, and teach the appropriate skills to children to continue their education from home. Therefore, it is necessary to raise a question concerning the most important elements in the whole approach to online teaching attempts to organize better distance education for this group of students in the future.

VIRTUAL MODE OF EDUCATION AND SPECIAL NEEDS STUDENTS DURING THE COVID-19 PANDEMIC, 2022

Owing to the COVID-19 pandemic scenario, the physical and face-to face classes in different educational institutions, from foundational to tertiary level, were replaced by online classes across the world. The virtual teaching-learning sessions became the order of the day, especially in the urban areas of India, where there is an availability of robust internet connection. The online classes are being conducted not only by mainstream schools but also by special, inclusive and integrated schools. The researchers, thus, attempted to find out about the virtual mode of education, academic and nonacademic, imparted to the special needs students sitting at their homes and the various aspects associated with this mode of education. Keeping in mind the pandemic situation, the researchers conducted semi-structured telephonic interviews of the primary caregivers of 19 students with Autism Spectrum disorder, Down Syndrome, Mental Retardation, Cerebral Palsy and Pervasive Developmental Disorder, aged between 11and 29 years, and a 29-year-old student with Apert syndrome (who could express herself clearly), based in Kolkata and Chennai, India. Though small, the researchers believe, this study can make a significant contribution to the field of special education. They also suggest that further wider researches may be conducted with larger sample size by including rural India too so as to reveal a broader picture on this topic.

2021

The rapid spread of the Covid-19 virus has had an impact on various aspects of life, such as the economy, education, and socialisation. One of the social distancing policies in the field of education is the application of distance learning at the preschool, primary school, secondary school, special school, and college education levels. Its implementation has led to challenges for teachers, students, and parents, especially students with disabilities (SWD). The purpose of this study is to identify the challenges faced by the special education teachers (SETs) who have been providing distance learning for children with special needs during the Covid-19 pandemic. The study was conducted using a survey method by distributing questionnaires via Google Forms to 226 SETs in Indonesia. Data analysis was conducted using descriptive statistics. The results show that most of the SETs (66%) stated that they had faced barriers to distance learning that came from parents, students, and other teach...

European Journal of Education and Pedagogy

Millions of pupils worldwide have spent more than a year out of the classroom due to the Covid-19 pandemic. Educational systems in almost all countries found a solution for maintaining the continuity of the educational process in the transition to online learning. The spontaneous transformation from classroom to online has become an unprecedented challenge for schools. Students with special educational needs (SEN), their parents, and teachers found themselves in a most challenging situation; however, the learning experience gained in responding to these challenges also presented new opportunities.

IJCSNS, 2021

Distance learning for students with intellectual disabilities can prove beneficial, particularly if adjusted to their educational characteristics and needs. This study seeks to identify the views of parents living in Saudi Arabia, regarding the opportunities offered by distance learning for students with intellectual disabilities, alongside their challenges during the Covid-19 pandemic. The research employed qualitative methods using semi-structured interviews with six parents of students with intellectual disabilities. The results revealed a number of both opportunities and challenges, including issues related to the family, in addition, the data highlighted difficulties related to the educational process (i.e. a lack of variety of educational methods) and technical issues related to access to the Internet and the insufficient computer skills of both teachers and students. The findings have several important implications for future practice, including the need for training workshops for parents concerning the online platform, as well as further research to determine students' perspectives of their experiences with distance learning.

International Journal of Autism, 2022

The study exposes the challenging situation of students with ASD (Autism Spectrum Disorder) in the COVID-19 pandemic in Bangladesh and manageable strategies to meet the educational, physical and psychological needs of students with ASD. Methodology: This qualitative research was conducted in two phases: information collection from parents of students with autism and looking for solutions from professionals. The snowball sample technique was selected for both phases due to the social distance rules. Findings: After interviewing twenty parents, three major critical situations were identified including no proper routine, new challenging behavior, no awareness among parents to consult with specialists. Acknowledging the challenging situation, the professional panel recommended six strategies, namely maintaining a proper routine, spending quality time with students, engaging with various kinds of activities, providing services & creating awareness through media, future community rehabilitation centers, money and resources support. Originality/value: This study provides evidence of challenging situations of students with ASD in the COVID-19 pandemic in Bangladesh since there is little research on ASD. It also provides the recommendation to confront difficult times like the COVID-19 pandemic. Social Implication: The findings of the study can be effective for government and non-government organizations for a deeper understanding of encountering those challenging situations for students with ASD in future crisis cases. Practical Implication: Students with ASD will be benefited by implementing the given recommendations in the pandemic as well as future educational crises.

Research in Autism Spectrum Disorders, 2021

Background: The COVID-19 (C-19) pandemic affects everyone. Autistic individuals may be at increased risk of experiencing difficulties coping with the impact of C-19 (e.g. due to unexpected changes to usual activities and routines, and the general sense of uncertainty). This preliminary study gathered the perspectives of health and social care professionals, and researchers, about: (1) vulnerability factors for coping with the pandemic; (2) the impact of the pandemic; (3) service provision during the pandemic; and (4) interventions to support reintegration during and post the pandemic. Method: We conducted an online survey, comprising Likert-scale and free text responses. Quantitative data were analysed descriptively, and qualitative data thematically. Results: Thirty-seven participants, working in clinical, education and academic settings with autistic individuals, completed the survey. C-19 had substantially impacted service provision, causing major disruption or loss of services. Thematic analysis indicated six overarching themes: (1) vulnerability factors for coping with C-19 and lockdown; (2) positive and negative impact of lockdown (for autistic individuals, families and professionals); (3) public health response to C-19; (4) service provision during the pandemic; (5) inequalities; and (6) looking to the future. Conclusions: Professionals, across disciplines and settings, must now work together with autistic individuals and their families, to understand the impact of these extraordinary circumstances and develop ways everyone can be supported more effectively.

Journal of Clinical Medicine, 2022

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Iranian Rehabilitation Journal

Coronaviruses are a large family of viruses that have endangered the lives of many people with several outbreaks throughout history. The Coronavirus Disease 2019 (COVID-19) recently caused a pandemic [1]. It began in China from December 2019, and by now it has affected 201 countries, more than 37,423,660 people worldwide, and claimed the lives of more than 1,074,817 people [2].

Education Sciences, 2024

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BJPsych International

The inclusion of children with autism spectrum disorder (ASD) in typical educational settings has only recently gained momentum in Greece, responding to the recommendations of the international conventions. Reform of special education legislation spotlights the inclusion of children with autism in mainstream schools. The principal goal is to accept the diversity and heterogeneity of all students. This paper presents the educational policy for children with ASD in Greece and comments on teachers’ perceptions of inclusion. School closures due to the COVID-19 pandemic had an adverse impact on children's lives and created a new environment with different demands for educational inclusion.