doi: 10.18178/ijiet.2023.13.4.1853
The Effect of Emergency Remote Teaching on Students with Special Educational Needs and/or Disability during the COVID-19 Pandemic: The Parents‘ View
Spyridon Tzimiris*
, ,
- Humanistic and Social Informatics Laboratory (HILab), Ionian University, Department of Informatics, 7 Tsirigoti Square, Corfu, Greece.
- Manuscript receivedMay 25, 2022
- revisedJuly 6, 2022
- acceptedJuly 13, 2022
Abstract
The present research examines the way in which Emergency Remote Teaching (ERT) affected students with Special Educational Needs and/or Disability (SEND) during the COVID-19 pandemic. Qualitative descriptive analysis by hand and AI-based/linguistic analysis was performed on the interviews of 12 parents of students with SEND. The results revealed a). how students responded to those special learning conditions, b). how the special educational needs or disabilities of those children affected their attendance on the online courses, and c). how their parents judged the educational dimension of ERT, along with any changes noticed in the psychological and emotional state of their children. Parents highlighted the overall negative impact of ERT on children with SEND.
Keywords
- COVID-19
- special educational needs and/or disability (SEND)
- emergency remote teaching (ERT)
- inclusive education
- linguistic analysis
- artificial intelligence
How to Cite
Spyridon Tzimiris, Stefanos Nikiforos, and Katia Lida Kermanidis, "The Effect of Emergency Remote Teaching on Students with Special Educational Needs and/or Disability during the COVID-19 Pandemic: The Parents‘ View," International Journal of Information and Education Technology, vol. 13, no. 4, pp. 684-689, 2023. https://doi.org/10.18178/ijiet.2023.13.4.1853
Copyright & License
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).