Research has been conducted to find how isolation affected their competencies: progress, regression, areas need to be strengthened, approaches need to be used, how to plan further work. As an instrument, were used the Assessment Protocol. Strategies and approaches used in working with the child were evaluated, then, assessment of developmental areas of progress and regression in children. After that, academic and developmental progress and regression. This was followed by an assessment of the areas in which the child needs to work additionally. 43 children were assessed and are dominated by intellectual and autism spectrum disorders, which correspond to the general education inclusive context. Findings show that teachers mostly worked and communicated via viber, less through platforms and applications. They were based on the adaptation and individualization of teaching and working materials prescribed by the IDEP done for each child. We find that teachers know the didactic material significantly, but that some resources have not been used to a sufficient, justified and desirable extent - Daisy textbooks and assistive technology. The emotional status of the child was relatively maintained thanks to a more individualized approach. Behavior, interaction and communication are the developmental areas in which in a significant number of children happened attachment, awareness because that they have enjoyed an individualized teacher orientation. But, it is at the same time estimated the presence of regression in this area. Quality of knowledge has been achieved in accordance with the reduced content and expectations. Especially affected are practice and application because the teaching took place at home, not in a structured school environment, so this is an area that should be emphasized in the future. Therefore, after the school beginning, the principle of individualization should be maintained, taking into account the characteristic of child disability, his potentials, and appropriate methods of work especially in areas where the child needs support. Intensive work should be done on the catch up activities and materials, practical application, socialization, interaction, communication in a real context.
| Published in | Education Journal (Volume 9, Issue 5) |
| DOI | 10.11648/j.edu.20200905.14 |
| Page(s) | 142-148 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
COVID 19, Students with Special Educational Needs, Inclusion, Individualization
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APA Style
Tamara Milic. (2020). COVID 19 Influence on Teaching Process for Children with Disabilities. Education Journal, 9(5), 142-148. https://doi.org/10.11648/j.edu.20200905.14
ACS Style
Tamara Milic. COVID 19 Influence on Teaching Process for Children with Disabilities. Educ. J. 2020, 9(5), 142-148. doi: 10.11648/j.edu.20200905.14
AMA Style
Tamara Milic. COVID 19 Influence on Teaching Process for Children with Disabilities. Educ J. 2020;9(5):142-148. doi: 10.11648/j.edu.20200905.14
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Download@article{10.11648/j.edu.20200905.14,
author = {Tamara Milic},
title = {COVID 19 Influence on Teaching Process for Children with Disabilities},
journal = {Education Journal},
volume = {9},
number = {5},
pages = {142-148},
doi = {10.11648/j.edu.20200905.14},
url = {https://doi.org/10.11648/j.edu.20200905.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200905.14},
abstract = {Research has been conducted to find how isolation affected their competencies: progress, regression, areas need to be strengthened, approaches need to be used, how to plan further work. As an instrument, were used the Assessment Protocol. Strategies and approaches used in working with the child were evaluated, then, assessment of developmental areas of progress and regression in children. After that, academic and developmental progress and regression. This was followed by an assessment of the areas in which the child needs to work additionally. 43 children were assessed and are dominated by intellectual and autism spectrum disorders, which correspond to the general education inclusive context. Findings show that teachers mostly worked and communicated via viber, less through platforms and applications. They were based on the adaptation and individualization of teaching and working materials prescribed by the IDEP done for each child. We find that teachers know the didactic material significantly, but that some resources have not been used to a sufficient, justified and desirable extent - Daisy textbooks and assistive technology. The emotional status of the child was relatively maintained thanks to a more individualized approach. Behavior, interaction and communication are the developmental areas in which in a significant number of children happened attachment, awareness because that they have enjoyed an individualized teacher orientation. But, it is at the same time estimated the presence of regression in this area. Quality of knowledge has been achieved in accordance with the reduced content and expectations. Especially affected are practice and application because the teaching took place at home, not in a structured school environment, so this is an area that should be emphasized in the future. Therefore, after the school beginning, the principle of individualization should be maintained, taking into account the characteristic of child disability, his potentials, and appropriate methods of work especially in areas where the child needs support. Intensive work should be done on the catch up activities and materials, practical application, socialization, interaction, communication in a real context.},
year = {2020}
}
TY - JOUR T1 - COVID 19 Influence on Teaching Process for Children with Disabilities AU - Tamara Milic Y1 - 2020/10/12 PY - 2020 N1 - https://doi.org/10.11648/j.edu.20200905.14 DO - 10.11648/j.edu.20200905.14 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 142 EP - 148 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20200905.14 AB - Research has been conducted to find how isolation affected their competencies: progress, regression, areas need to be strengthened, approaches need to be used, how to plan further work. As an instrument, were used the Assessment Protocol. Strategies and approaches used in working with the child were evaluated, then, assessment of developmental areas of progress and regression in children. After that, academic and developmental progress and regression. This was followed by an assessment of the areas in which the child needs to work additionally. 43 children were assessed and are dominated by intellectual and autism spectrum disorders, which correspond to the general education inclusive context. Findings show that teachers mostly worked and communicated via viber, less through platforms and applications. They were based on the adaptation and individualization of teaching and working materials prescribed by the IDEP done for each child. We find that teachers know the didactic material significantly, but that some resources have not been used to a sufficient, justified and desirable extent - Daisy textbooks and assistive technology. The emotional status of the child was relatively maintained thanks to a more individualized approach. Behavior, interaction and communication are the developmental areas in which in a significant number of children happened attachment, awareness because that they have enjoyed an individualized teacher orientation. But, it is at the same time estimated the presence of regression in this area. Quality of knowledge has been achieved in accordance with the reduced content and expectations. Especially affected are practice and application because the teaching took place at home, not in a structured school environment, so this is an area that should be emphasized in the future. Therefore, after the school beginning, the principle of individualization should be maintained, taking into account the characteristic of child disability, his potentials, and appropriate methods of work especially in areas where the child needs support. Intensive work should be done on the catch up activities and materials, practical application, socialization, interaction, communication in a real context. VL - 9 IS - 5 ER -
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