Research Article | Open Access
Online Learning of Students with Special Needs: Teachers’ Perspectives
Tengiz Verulava Mariam Darbaidze Mariam Baramia Catherine-Madonna Bouadze
Pages: 1-7
Abstract
The COVID-19 quarantine has affected educational systems in Georgia and all over
the world, forcing to transform curriculum into an online format, which is a challenge
for all the educational process participants. While online learning quickly became the
default solution globally because of school closures, it was not the most accessible
choice for the students with special needs. The aim of the research is to study the
implementation of online learning of students with special needs amid the COVID-19
pandemic and investigates the challenges experienced by teachers during this
period. Within the qualitative research in-depth interviews with selected practicing
teachers were conducted. The vast majority of respondents are in favor of classroom
lessons, as it helps the child to develop social skills, and due to the diversity of
resources - motor skills, face-to-face communication, collaborative learning, physical
contacts are extremely important for pupils with special educational needs. Some
students do not have access to technological equipment and the Internet and were
unable to use online learning platforms. Distance learning has increased the
involvement of parents in the teaching process. Students with disabilities need
confidence in the accessibility of the online learning tools that are becoming
increasingly prevalent in education not only because of COVID-19 but also more
generally. Educational technologies will be more accessible if they consider the
learning context, and are designed to provide a supportive environment.
Keywords
Online Teaching, Inclusive Education, Students with Special Educational Needs, Teachers' Points of View.