Distance education for pupils with intellectual disabilities : teachers’ experiences
|Author:||Sirkko, Riikka1; Takala, Marjatta1|
1Faculty of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 1.4 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022051234811
|Publish Date:|| 2022-05-12
Due to COVID-19, schools closed in Finland for eight weeks in the spring of 2020, and teaching was conducted using distance education. Teachers used their professional agency to ensure a continuation of their students’ learning. This study focuses on the experiences of teachers who taught pupils with intellectual disabilities during the distance education period. The research question is: What kind of experiences did the teachers have with distance education? The data were collected via an electronic questionnaire and analysed using qualitative content analysis. The results were examined using teachers’ professional agency as a theoretical lens. The results showed that teachers encountered many challenges and emotions at the beginning, but during distance education, they learnt new ways to teach and support pupils and families. Teachers’ agency was spread between supporting the agency of pupils and guardians. These are discussed in the article.
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.