Teaching and supporting students with special educational needs at a distance during the COVID-19 school closures in Finland: special needs teachers' experiences

This study aimed to increase knowledge of how special needs education (SNE) in Finnish comprehensive schools was arranged at a distance during the COVID-19 school closures in the spring of 2020 and to clarify what types of challenges special needs teachers (SNTs) faced when teaching and supporting s...
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Autor*in:	Riikka Aarnos [verfasserIn] Christel Sundqvist [verfasserIn] Kristina Ström [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; gla

Erschienen:	2021

Schlagwörter:	: distance education covid-19 finnish school closures special needs teacher special needs education

Übergeordnetes Werk:	In: Education in the North - University of Aberdeen, School of Education, 2020, 28(2021), 3, Seite 5-24
Übergeordnetes Werk:	volume:28 ; year:2021 ; number:3 ; pages:5-24

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

Katalog-ID:	DOAJ002891492

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language	English Scottish Gaelic
source	In Education in the North 28(2021), 3, Seite 5-24 volume:28 year:2021 number:3 pages:5-24
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authorswithroles_txt_mv	Riikka Aarnos @@aut@@ Christel Sundqvist @@aut@@ Kristina Ström @@aut@@
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title	Teaching and supporting students with special educational needs at a distance during the COVID-19 school closures in Finland: special needs teachers' experiences
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title_sort	teaching and supporting students with special educational needs at a distance during the covid-19 school closures in finland: special needs teachers' experiences
title_auth	Teaching and supporting students with special educational needs at a distance during the COVID-19 school closures in Finland: special needs teachers' experiences
abstract	This study aimed to increase knowledge of how special needs education (SNE) in Finnish comprehensive schools was arranged at a distance during the COVID-19 school closures in the spring of 2020 and to clarify what types of challenges special needs teachers (SNTs) faced when teaching and supporting students with special educational needs (SEN). Data were collected through semistructured interviews with 12 SNTs and the analysis was based on a thematic analytical approach. The results revealed that SNTs’ experiences during the COVID-19 distance education period varied greatly. Still, it is possible to distinguish some general features across the dataset. Teaching and support arrangements for students included the use of educational technology and distance learning materials, implementation of SNE via exceptional arrangements and flexible solutions and providing SNE through differentiation, interaction, and technology. In addition, the results revealed, the SNTs faced a multitude of challenges during the COVID-19 distance education period; this included changes in their daily work life, increased stress, challenges in remote communication and collaboration and structural and organisational issues affecting SNE.
abstractGer	This study aimed to increase knowledge of how special needs education (SNE) in Finnish comprehensive schools was arranged at a distance during the COVID-19 school closures in the spring of 2020 and to clarify what types of challenges special needs teachers (SNTs) faced when teaching and supporting students with special educational needs (SEN). Data were collected through semistructured interviews with 12 SNTs and the analysis was based on a thematic analytical approach. The results revealed that SNTs’ experiences during the COVID-19 distance education period varied greatly. Still, it is possible to distinguish some general features across the dataset. Teaching and support arrangements for students included the use of educational technology and distance learning materials, implementation of SNE via exceptional arrangements and flexible solutions and providing SNE through differentiation, interaction, and technology. In addition, the results revealed, the SNTs faced a multitude of challenges during the COVID-19 distance education period; this included changes in their daily work life, increased stress, challenges in remote communication and collaboration and structural and organisational issues affecting SNE.
abstract_unstemmed	This study aimed to increase knowledge of how special needs education (SNE) in Finnish comprehensive schools was arranged at a distance during the COVID-19 school closures in the spring of 2020 and to clarify what types of challenges special needs teachers (SNTs) faced when teaching and supporting students with special educational needs (SEN). Data were collected through semistructured interviews with 12 SNTs and the analysis was based on a thematic analytical approach. The results revealed that SNTs’ experiences during the COVID-19 distance education period varied greatly. Still, it is possible to distinguish some general features across the dataset. Teaching and support arrangements for students included the use of educational technology and distance learning materials, implementation of SNE via exceptional arrangements and flexible solutions and providing SNE through differentiation, interaction, and technology. In addition, the results revealed, the SNTs faced a multitude of challenges during the COVID-19 distance education period; this included changes in their daily work life, increased stress, challenges in remote communication and collaboration and structural and organisational issues affecting SNE.
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title_short	Teaching and supporting students with special educational needs at a distance during the COVID-19 school closures in Finland: special needs teachers' experiences
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