Special education teachers’ experiences of addressing challenging behaviour during the pandemic
| Autor: | Monique Nelen, Marisa Carvalho, Sui Lin Goei, David Simó-Pinatella |
|---|---|
| Přispěvatelé: | Team Secondary Education, LEARN! - Learning sciences |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
Medical education
Download Challenging behaviour Warranty education Psychological intervention COVID-19 Special needs Special education Health Professions (miscellaneous) Focus group Education Intellectual and developmental disabilities ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Thematic analysis Psychology SDG 4 - Quality Education Special schools |
| Zdroj: | European Journal of Special Needs Education, 37(6), 907-920. Routledge Simo Pinatella, D, Goei, SL, Carvalho, M & Nelen, M 2022, ' Special education teachers’ experiences of addressing challenging behaviour during the pandemic ', European Journal of Special Needs Education, vol. 37, no. 6, pp. 907-920 . https://doi.org/10.1080/08856257.2021.1963152 |
| ISSN: | 0885-6257 |
| Popis: | In times such as this pandemic, where the spread of COVID-19 has resulted in school shutdowns, emergency remote learning was implemented in several countries and different educational settings. School closures made it challenging for special education teachers to support their children with special needs and families. This research aimed to identify the support provided by Spanish teachers in special education schools to children with intellectual and developmental disabilities who exhibit challenging behaviour and the support given to their families. Data were collected from 22 teachers from seven special education schools by using focus group interviews. Thematic analysis was used to identify, analyse, and report patterns within the data. The results show that teachers deployed many different interventions to provide adequate support to their students and families, such as delivering materials to families, communicating in diverse ways, providing academic or functional tasks, and working with other services. Despite these efforts, teachers also reported difficulties when providing support to students and families. Therefore, future research needs to continue exploring experiences during COVID-19 to inform more accurate educational practices, especially considering children with special needs. [ABSTRACT FROM AUTHOR] Copyright of European Journal of Special Needs Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Databáze: | OpenAIRE |
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