Teachers‘ opinion on online education of children with autism spectrum disorders during COVID-19 pandemic
Keywords:
online education, COVID 19, student with ASDAbstract
The aim of this study is to indicate the potential benefits and problems of children with Autism spectrum disorder (ASD) occurring during online education in the view of their teachers. The following research problem was set while the study: What are the teachers’ opinions on online education of students with ASD? The quantitative strategy was used in the research. The diagnostic survey method with online questionnaire was used. 111 women and 12 men – teachers conducting online classes with students with ASD were qualified to the study. The statistical analysis of the results was conducted with the use of descriptive statistics methods. According to the teachers of students with ASD online education is getting worse their school difficulties. In their view the biggest problems are comprehension and memorization of the new material and communication. The teachers notice that during online education interactions with their peers with ASD are getting worse in addition to their difficulties in communication with teachers and their peers comparing to classroom teaching. The difficulties faced among children and teenagers with ASD while online education indicate the necessity for the proper organization of this form of education. It should be adjusted to the needs and capabilities of students with ASD and focused on the cooperation with their parents.
Downloads
References
Baweja R., Brown S.L., Edwards E.M., Murray M.J. (2021), COVID¬19 Pandemic and Impact on Patients with Autism Spectrum Disorder, Journal of Autism and Developmental Disorders, 10, 1–10.
Białecka-Pikul M., Szpak M., Haman E., Mieszkowska K. (2018), Teoria umysłu i jej pomiar u dzieci w wieku 4–6 lat: Test Refleksji nad Myśleniem, Psychologia rozwojowa, 23(1): 41–68.
Brooks S.K., Webster R.K., Smith L.E., Woodland L., Wessely S., Greenberg N., et al. (2020), The psychological impact of quarantine and how to reduce it: Rapid review of the evidence, The Lancet, 395, 912–920.
Eshraghi A.A., Li C., Alessandri M., Messinger D.S., Eshraghi R.S., Mittal R., Armstrong F.D. (2020), COVID-19: Overcoming the challenges faced by individuals with autism and their familie, The Lancet. Psychiatry, 7(5): 481–483.
Frith U. (2008), Autyzm: Wyjaśnienie tajemnicy, GWP, Gdańsk.
Happé F., Frith U. (2006), The weak coherence account: detail-focused cognitive style in autism spectrum disorders, Journal of Autism and Developmental Disorders, 36(1): 5–25.
Heitzman J. (2020), Wpływ pandemii COVID-19 na zdrowie psychiczne, Psychiatria Polska, 54(2): 187–198.
Keehn B., Müller R.A., Townsend J. (2013), Atypical attentional networks and the emergence of autism, Neuroscience & Biobehavioral Reviews, 37(2): 164–183.
Lopez B.R., Lincoln A.J., Ozonoff S., Lai Z. (2005), Examining the relationship between executive functions and restricted, repetitive symptoms of autistic disorder, Journal of Autism and Developmental Disorders, 35(4): 445–460.
Ploog B.O. (2010), Stimulus overselectivity four decades later: A review of the literature and its implications for current research in autism spectrum disorder, Journal of Autism and Developmental Disorders, 40(11): 1332–1349.
Pyżalski J. (2021), Zdrowie psychiczne i dobrostan młodych ludzi w czasie pandemii COVID-19 – przegląd najistotniejszych problemów, Dziecko Krzywdzone. Teoria, badania, praktyka, 20, 2: 92–115.
Remington A., Swettenham J., Campbell R., Coleman M. (2009), Selective attention and perceptual load in autism spectrum disorder, Psychological Science, 20(11): 1388–1393.
Różański, M. (2020), Edukacja zdalna. Co z uczniami z autyzmem?, http://www.niepelnosprawni.pl/ledge/x/1053506 Rozporządzenie MEN z 20.03.2020 roku w sprawie szczególnych rozwiązań w okresie czasowego ograniczenia funkcjonowania jednostek systemu oświaty w związku z zapobieganiem, przeciwdziałaniem i zwalczaniem COVID-19 (Dz. U. 2020, poz. 493).
Sokół-Szawłowska M. (2020), Wpływ kwarantanny na zdrowie psychiczne podczas pandemii COVID-19, Psychiatria, 18(1).
Spaniol M.M. (2018), Attentional atypicalities in autism spectrum disorder and the broader autism phenotype, Cadernos de Pós-Graduação em Distúrbios do Desenvolvimento 18(1), 117–147.
WHO (2020), Zdrowie psychiczne i funkcjonowanie psychospołeczne podczas pandemii COVID-19, https://apps.who.int/iris/bitstream/handle/10665/331808/WHO-2019-nCoV-MentalHealth2020.1-pol.pdf.
Wojcik D.Z, Allen R.J., Brown C., Souchay C. (2011), Memory for actions in autism spectrum disorder, Memory, 19(6), 549–558.