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Online teaching for young children with special needs during the COVID-19 pandemic
Date Issued
2023
Citation
Zhou, Y., Dos Santos, L. M., Wu, J., Chen, Y., Fan, P., Zhao, H., She, X., Guo, T., Lo, H. F., & Kwee, C. T. T. (2023 Jul 4). Online teaching for young children with special needs during the COVID-19 pandemic. 2023 International Conference on Open and Innovative Education, Hong Kong.
Type
Conference Paper
Abstract
During the COVID-19 pandemic, preschools and kindergartens often reluctantly switched to online teaching in order to prevent large-scale infection. However, distance learning is difficult for young children. Online learning requires more mental effort and a higher concentration level for an individual to attend to what is being taught on screen. Young children, as a group of individuals with shorter attention spans than adults, face great challenges during online lessons. This situation is even more dire for young children with special needs. Based on this situation during the COVID-19 pandemic, this research aims to study means for online teaching for young children with special needs, from an educator’s perspective. A literature search was conducted using Google Scholar, employing the key phrases “online education instructional strategies for young children” and “online teaching in early
childhood special education” to identify articles published between 2013 and 2023. The study incorporated articles with a focus on adult learning and grades 1 through 12, excluding those that explored the perspectives of students or caregivers. From the retrieved articles, themes were
subsequently derived through a comprehensive analysis of the relevant literature. Three themes occurred after reviewing. (1) Employing a comprehensive approach to instructional strategies, such
as Universal Design for Learning (UDL) principles and assistive technologies, is crucial for optimizing online teaching for children with special needs. (2) Technological tools and accessibility are integral to the success of online teaching for children with special needs. By utilizing various digital tools and prioritizing accessibility in the design of course materials, educators can foster an equitable and
supportive learning environment for these students. (3) Synchronous and asynchronous learning opportunities, coupled with effective communication and collaboration among educators, parents, and support professionals, further contribute to a successful and inclusive online learning environment.
The majority of research concentrates on the stress levels or learning outcomes of children without special needs, significantly focusing on student engagement and satisfaction. Nevertheless, educators responsible for planning and implementing online lessons also encounter considerable challenges, particularly when instructing children with special needs. Given the increased difficulty in engaging these students, it is essential to examine lesson planning and teaching methodologies employed in distance learning, to facilitate the development of quality online courses.
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