International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(6) 225-238

Views of Teachers and Principals for Intellectual and Developmental Disabled Students in Quarantine

Ali̇ Kaya & Gi̇zem Yıldız

pp. 225 - 238   |  DOI: https://doi.org/10.29329/ijpe.2022.477.15   |  Manu. Number: MANU-2203-24-0006.R1

Published online: December 11, 2022  |   Number of Views: 187  |  Number of Download: 360

Save PDF

Abstract

The Covid-19 pandemic affected all areas of life, including the education system. Extraordinary conditions induced by the pandemic necessitated a sudden transition to distance education, which had significant effects on students, parents, and teachers. While all students were negatively affected by this development, the difficulties experienced by students with developmental disabilities were different from their peers with typical development. It has been reported that the individuals with developmental disabilities experienced the highest difficulty in the management of the negative effects of the Covid-19 pandemic, and their needs were primarily ignored in distance education. The current study was conducted with a phenomenological and qualitative approach to investigate the related data in depth. The study participants included 10 special education teachers and 10 special education school principals. The study findings revealed that it was extremely difficult to conduct special education online; schools were not only a learning environment for the students with developmental disabilities, but also a sphere of socialization.

Keywords: Developmental Disabilities, Pandemic, Covid-19, Teacher, Principal

How to Cite this Article?

APA 6th edition
Kaya, A. & Yildiz, G. (2022). Views of Teachers and Principals for Intellectual and Developmental Disabled Students in Quarantine . International Journal of Progressive Education, 18(6), 225-238. doi: 10.29329/ijpe.2022.477.15

Harvard
Kaya, A. and Yildiz, G. (2022). Views of Teachers and Principals for Intellectual and Developmental Disabled Students in Quarantine . International Journal of Progressive Education, 18(6), pp. 225-238.

Chicago 16th edition
Kaya, Ali̇ and Gi̇zem Yildiz (2022). "Views of Teachers and Principals for Intellectual and Developmental Disabled Students in Quarantine ". International Journal of Progressive Education 18 (6):225-238. doi:10.29329/ijpe.2022.477.15.
References
  1. Armitage, R., & Nellums, L. B. (2020). The COVID-19 response must be disability inclusive. The Lancet Public Health, 5(5), e257. https://doi.org/10.1016/S2468-2667(20)30076-1 [Google Scholar] [Crossref] 
  2. Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2021). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 51(5), 1772-1780. https://doi.org/10.1007/s10803-020-04577-2 [Google Scholar] [Crossref] 
  3. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083  [Google Scholar] [Crossref] 
  4. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., Abel, V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Co tlogon, P., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572  [Google Scholar] [Crossref] 
  5. Buchnat, M., & Wojciechowska, A. (2020). Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic. Interdisciplinary Context of Special Pedagogy, 29(1), 149-171. [Google Scholar]
  6. Carey, G. C., Joseph, B., & Finnegan, L. A. (2021). Effects of the COVID-19 pandemic on college students with intellectual disabilities. Journal of Vocational Rehabilitation, (Preprint), 1-11. [Google Scholar]
  7. Courtenay, K., & Perera, B. (2020). COVID-19 and people with intellectual disability: Impacts of a pandemic. Irish Journal of Psychological Medicine, 37(3), 231-236. https://doi.org/10.1017/ipm.2020.45 [Google Scholar] [Crossref] 
  8. Creswell, J. W. (2007). Qualitative enquiry and research design: choosing among five approaches. London: Sage Publications. [Google Scholar]
  9. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130. [Google Scholar]
  10. den Houting, J. (2020). Stepping out of isolation: Autistic people and COVID-19. Autism in Adulthood, 2(2) 1-3. https://doi.org/10.1089/aut.2020.29012.jdh [Google Scholar] [Crossref] 
  11. Denzin, N. K., and Lincoln, Y. S. (2005). Handbook of qualitative research (3rd ed.). Thousand Oaks: Sage Publications. [Google Scholar]
  12. Devercelli, A. (2020). Supporting the youngest learners and their families in the COVID-19 (Coronavirus) response. World Bank. https://blogs.worldbank.org/education/supporting-youngest-learners-and-their-families-covid-19-coronavirus-response [Google Scholar]
  13. Dickinson, H., Smith, C., Yates, S., & Tani, M. (2021). The importance of social supports in education: survey findings from students with disability and their families during COVID-19. Disability & Society, 1-23. https://doi.org/10.1080/09687599.2021.1994371  [Google Scholar] [Crossref] 
  14. Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. SAGE Publications. [Google Scholar]
  15. Fiorillo, A., & Gorwood, P. (2020). The consequences of the COVID-19 pandemic on mental health and implications for clinical practice. European Psychiatry, 63(1), 1-2. https://doi.org/10.1192/j.eurpsy.2020.35 [Google Scholar] [Crossref] 
  16. Goldschmidt, K. (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88-90. https://doi.org/10.1016/j.pedn.2020.04.013 [Google Scholar] [Crossref] 
  17. Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. SAGE Publications. [Google Scholar]
  18. Gulati, G., Fistein, E., Dunne, C. P., Kelly, B. D., & Murphy, V. E. (2020). People with intellectual disabilities and the COVID-19 pandemic. Irish Journal of Psychological Medicine, 38(2), 158-159. https://doi.org/10.1017/ipm.2020.66 [Google Scholar] [Crossref] 
  19. Güler, A., Halıcıoğlu, M. B. ve Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma. Ankara: Seçkin [Google Scholar]
  20. Hassiotis, A., Ali, A., Courtemanche, A., Lunsky, Y., McIntyre, L. L., Napolitamo, D., van der Nagel, J., & Werner, S. (2020). In the time of the pandemic: Safeguarding people with developmental disabilities against the impact of coronavirus. Journal of Mental Health Research in Intellectual Disabilities, 13(2), 63-65. https://doi.org/10.1080/19315864.2020.1756080  [Google Scholar] [Crossref] 
  21. Hughes, M. C., Gray, J. A., & Kim, J. (2022). The perspective of administrators of intellectual disability organizations on the COVID-19 pandemic. Journal of Intellectual Disabilities, (Preprint). https://doi.org/10.1177/17446295211062400  [Google Scholar] [Crossref] 
  22. Hurwitz, S., Garman-McClaine, B., & Carlock, K. (2021). Special education for students with autism during the COVID-19 pandemic: “Each day brings new challenges”. Autism (Preprint). https://doi.org/10.1177/13623613211035935 [Google Scholar] [Crossref] 
  23. Jeste, S., Hyde, C., Distefano, C., Halladay, A., Ray, S., Porath, M., Wilson, R. B., & Thurm, A. (2020). Changes in access to educational and healthcare services for individuals with intellectual and developmental disabilities during COVID‐19 restrictions. Journal of Intellectual Disability Research, 64(11), 825-833. https://doi.org/10.1111/jir.12776 [Google Scholar] [Crossref] 
  24. Kaya, A., & Sahin, C. H. (2021). ‘I did not even receive even a phone call from any institution!’: experiences and recommendations related to disability during COVID-19. International Journal of Developmental Disabilities, 1-9. https://doi.org/10.1080/20473869.2021.1978268  [Google Scholar] [Crossref] 
  25. Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Beverly Hills: Sage Publications. [Google Scholar]
  26. Kuper, H., Banks, L. M., Bright, T., Davey, C., & Shakespeare, T. (2020). Disability-inclusive COVID-19 response: What it is, why it is important and what we can learn from the United Kingdom’s response. Wellcome Open Research, 5(79), 1-8. https://doi.org/10.12688%2Fwellcomeopenres.15833.1 [Google Scholar] [Crossref] 
  27. Meleo-Erwin, Z., Kollia, B., Fera, J., Jahren, A., & Basch, C. (2021). Online support information for students with disabilities in colleges and universities during the COVID-19 pandemic. Disability and Health Journal, 14(1), 101013. https://doi.org/10.1016/j.dhjo.2020.101013 [Google Scholar] [Crossref] 
  28. Mohammed Ali, A. (2021). E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception. SAGE Open, 11(4), 1-15. https://doi.org/10.1177/21582440211054494  [Google Scholar] [Crossref] 
  29. Myers, J., Witzel, B., Bouck, E., & Mathis, J. (2021). Middle school math teachers’ perceptions of their classroom practices among students with disabilities before and during the pandemic: A pilot study. Journal of Online Learning Research, 7(3), 209-231. [Google Scholar]
  30. Narzisi, A. (2020). Handle the autism spectrum condition during Coronavirus (COVID-19) stay at home period: Ten tips for helping parents and caregivers of young children. Brain Sciences, 10(4), 1-4. https://doi.org/10.3390/brainsci10040207 [Google Scholar] [Crossref] 
  31. O’Connor, U., Bates, J., Finlay, J., & Campbell, A. (2021). Parental involvement during COVID-19: Experiences from the special school. European Journal of Special Needs Education, 1-14. https://doi.org/10.1080/08856257.2021.1967297  [Google Scholar] [Crossref] 
  32. Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, Calif: Sage Publications. [Google Scholar]
  33. Rose, J., Willner, P., Cooper, V., Longdon, P. E., Murphy, G., & Stenfert Kroese, B. (2020). The effect on and experience of families with a member who has intellectual and developmental disabilities of the COVID-19 pandemic in the UK: Developing an investigation. International Journal of Developmental Disabilities, Online First, 1-3. https://doi.org/10.1080/20473869.2020.1764257 [Google Scholar] [Crossref] 
  34. Rossman, G. B., and Rallis, S. F. (2012). Learning in the field: An introduction to qualitative research. Thousand Oaks, Calif: SAGE. [Google Scholar]
  35. Sahin, I., & Shelley, M. (2020). Educational practices during the COVID-19 viral outbreak: International perspectives. ISTES Organization. [Google Scholar]
  36. Sani-Bozkurt, S., Bozkuş-Genç, G., Vuran, S., Yıldız, G., Çelik, S., Diken, İ. H., Uysal, Ç., Gürgür, H., Kalaycı, G. Ö., Diken, Ö., Ateşgöz, N. N., İçyüz, R., Doğan, M., Şafak, P. & Demiryürek, P. (2022). Expert perspectives on distance special education interventions for students with special needs and their families in Turkey during the COVID-19 pandemic. Ankara University Faculty of Educational Sciences Journal of Special Education, Advance Online Publication. https://doi.org/10.21565/ozelegitimdergisi.786118 [Google Scholar] [Crossref] 
  37. Schuck, R. K., Lambert, R., & Wang, M. (2021). Collaborating with parents during COVID-19 online teaching: Special educator perspectives. Education 3-13, 1-14. https://doi.org/10.1080/03004279.2021.1967421  [Google Scholar] [Crossref] 
  38. Stenhoff, D. M., Pennington, R. C., & Tapp, M. C. (2020). Distance education support for students with autism spectrum disorder and complex needs during covid-19 and school closures. Rural Special Education Quarterly, 39(4), 211-219. https://doi.org/10.1177/8756870520959658  [Google Scholar] [Crossref] 
  39. Thelwall, M., & Levitt, J. M. (2020). Retweeting COVID-19 disability issues: Risks, support and outrage. El Profesional De La Informacion, 29(2), 1-6. https://doi.org/10.3145/epi.2020.mar.16  [Google Scholar] [Crossref] 
  40. Toseeb, U., Asbury, K., Code, A., Fox, L., & Deniz, E. (2020). Supporting families with children with special educational needs and disabilities during COVID-19. Research Brief. https://psyarxiv.com/tm69k [Google Scholar]
  41. Tsibidaki, A., 2021. Anxiety, meaning in life, self-efficacy and resilience in families with one or more members with special educational needs and disability during COVID-19 pandemic in Greece. Research in Developmental Disabilities, 109: 103830.  [Google Scholar]
  42.  World Health Organization [WHO]. (2022). Coronavirus disease (COVID-19) pandemic. https://www.who.int/emergencies/diseases/novel-coronavirus-2019  [Google Scholar]
  43. Yakut, A. D. (2021). Educators’ experiences in special education institutions during the COVID‐19 outbreak. Journal of Research in Special Educational Needs, 21(4), 345-354. https://doi.org/10.1111/1471-3802.12533 [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 18 Issue 6

December 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.