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THE FUNCTIONING OF SCHOOLS FOR PUPILS WITH DISABILITY DURING THE COVID-19 PANDEMIC FROM TEACHERS’ PERSPECTIVE AND REGARDING THEIR COOPERATION WITH PUPILS’ FAMILIES IN THE OLOMOUC REGION IN THE CZECH REPUBLIC
Abstract
The objective of the paper was to present the perception of teachers in schools for pupils with disability concerning the pandemic, the requirements of the educational process as well as the impact on pupils’ families. The research is an observational-descriptive cross-sectional study. Given the nature of the study, there was no need to establish and include a control group. The design of the study was selected in order to obtain research data as soon as possible given the topicality of the social and educational situation in the context of the development of epidemiological restrictions. The paper presents the results of a specific part of the questionnaire (free answers). In this section, respondents had the opportunity to provide their comments. A total of 43 responses were collected. A content analysis was performed to define the different categories with respect to the requirements of full-time and distance education in the context of the current situation. In the category of full-time education, the following subcategories were defined: preventive measures prior to the pandemic and implementation of full-time education with individualized extent and content. In the category of distance education, the following subcategories were defined: methodological, technical and material support and individualization of form and content. The conclusions suggest that the use of distance education in special is problematic and results in a failure to achieve all of the aspects of the school education programmes and in excessive strain.
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References1
[1 ] Russell Viner, Simon Russell, Helen Croker, Jessica Packer, Joseph Ward, Claire Stansfield, Oliver Mytton, & Robert Booy. (2020b). School Closure and Management Practices During Coronavirus Outbreaks Including COVID-19: A Rapid Narrative Systematic Review. SSRN. [2] G. McGowan, R. Conrad, & H. Potts. 2020). 51.2 Challenges with managing children and adolescents with adhd during the covid-19 pandemic: a review of the literature. Journal of the American Academy of Child and Adolescent Psychiatry, 59(10). EPISTEMONIKOS. [5 ] [5 [3] Daulay, N. (2021). Home education for children with autism spectrum disorder during the COVID-19 pandemic: Indonesian mothers experience. Research in Developmental Disabilities, 114, 103954. https://doi.org/10/gkhwjr 421 8th SWS International Scientific Conference on Social Sciences ISCSS 2021 [4] Kantor, J. (2014). The Factors Supporting Understanding the Students with Multiple Disability. Inted2014: 8th international technology, education and development conference, p. 7430-7439. [5] ДЊeskГЎ ЕЎkolnГ inspekce ДЊR - TematickГЎ zprГЎva - ZkuЕЎenosti ЕѕГЎkЕЇ a uДЌitelЕЇ ZЕ s distanДЌnГ vГЅukou ve 2. pololetГ 2019/2020 (csicr.cz) [6] Operational Strategy for K-12 Schools trough Phased Prevention, 2021.
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