Special education teacher’s need of alternative teaching materials for distance learning for students with special needs

Abstract

Teachers play an essential role in developing material for distance learning for students with special needs, fulfilling the practical principle, flexibility, the ability to accommodate the learning requirements, and the ability to ease students to understand the material through independent learning. However, many obstacles still hinder teachers in the execution. Through a survey of 115 special education teachers in the Special Region of Yogyakarta, this study is aimed at describing teachers' needs in developing distance learning material from the aspect of physical forms, teaching material delivery, and obstacles faced by teachers. The data were obtained through an open questionnaire and analyzed with a descriptive quantitative approach. In addition, the data were presented with presentations, figures, and narrative interpretations. The result shows that 87% of teachers require learning material in the form of a module, and 93.81% of teachers require teaching material content about understanding the concept of daily activities for students' independence. Teaching materials in the form of practical activities delivered with colored pictures are required by 16.28% of teachers. 23.33% of teachers are faced with obstacles to accommodating the diversity of students' characteristic conditions and learning needs. In conclusion, distance learning management and teaching material development to ease students with special needs in learning is an urgent matter in special education services. In addition, it requires preparation through teacher competency improvement.

Techno-anxiety and techno-satisfaction during the COVID-19 pandemic: the case of special education teachers

“…We found that the teachers were moderately anxious about distance learning during the COVID-19 pandemic, especially at the beginning. This result is consistent with the literature on techno-anxiety, emphasizing that, for teachers of students with Al Mulhim and Almulhem 10.3389/feduc.2024.1384925 Frontiers in Education 11 frontiersin.org special needs, integrating technology into teaching can induce anxiety (Betoncu and Ozdamli, 2019;Estrada-Muñoz et al, 2021;Fernández-Batanero et al, 2021;Potter, 2021;Ishartiwi et al, 2022;Nang et al, 2022;Rice, 2022;Zheng et al, 2022). This can lead to weakness in teaching students with special needs which affects students understanding of lessons.…”

“…Potter (2021) claimed that introducing technology exacerbates special education teachers' struggles with stress, anxiety, and depression. In the context of special education teachers during the pandemic, techno-anxiety may have stemmed from several factors, including a lack of familiarity with or confidence in using digital platforms, a lack of support and training in the use of educational technologies, concerns about the effectiveness of technology in meeting the unique needs of their students, worries about technical glitches or connectivity issues during online instruction, the overall stress of adapting to a new teaching environment, and their need to keep up with the rapidly changing technological landscape (Betoncu and Ozdamli, 2019;Fernández-Batanero et al, 2021;Estrada-Muñoz et al, 2021;Ishartiwi et al, 2022;Nang et al, 2022;Rice, 2022;Zheng et al, 2022).…”

“…The study emphasized the value of continuing education and assistance in helping special education instructors overcome their technological apprehension and develop their digital skills. Similarly, Ishartiwi et al (2022) examined alternative teaching resources for students with special needs taking courses online in Indonesia. This study brought attention to special education teachers' difficulties in adjusting to online platforms and the resulting technological anxiety.…”

Effective Learning for Students with Autism

“…Also self-regulation can help them to manage their work and life balance (Tiwa, Mandang, Kumaat, & Panambunan, 2022). In the other hand, teachers and parents can collaboration to optimize students' with autism success (Ishartiwi, Azizah, Handoyo, & Suseno, 2022). The research from Jackson and Hanlin (2020) showed increased students' ability after attending the learning using map concept, as proven by their correct answers to the science text-related questions.…”