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Case Study: Teachers of Special-Needs Students Struggle With Feelings of Helplessness

Introduction

First of all, it will be carried out an analysis of a case study based on the topic of inclusive education. In this sense, the primary objective of this analysis is the problematization of inclusive education through the transferability of a determined context to the Chilean context. To accomplish this, the theory regarding the topic is required to express a supported and profound argumentation as well as appropriate solutions to the issue.

Context

The present case study will be based on a situation that took place in the United States on April 23, 2020, which was retrieved from The New York Times website. In this way, the topic focuses on online education during the coronavirus outbreak for Special-Needs Students.

Problem

           The issue concerns how remote learning has been challenging for teachers and students who need intense one-on-one guidance. Teachers have testified that remote learning for their students is demanding on a regular basis, therefore, online teaching appears to be even more difficult. Another important difficulty is the legal mandates expressed in the law IDEA (Individuals with Disabilities Education Act) that teachers have to fulfill under these exceptional circumstances. This law “makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children” (IDEA, n.d.). In this sense, this law seeks to meet Special-Needs Students’ academic goals and provide them educational services such as occupational and speech therapy. Consequently, teachers can deal with certain necessities for their students, but not all of them. For instance, in some cases, fieldwork is required to satisfy students’ vocational goals which is not possible under these unusual circumstances.

Theory

           Currently, the pandemic has affected every sphere of the world. In terms of education, remote learning for Special-Needs Students has demonstrated being challenging for educators because of different factors.

First of all, education for Special-Needs Students is already difficult on a regular basis. Unlike other pupils, Special-Needs Students have more difficulties to adjust them to the curriculum due to contextual or inherent causes. Thus, they demand appropriate educational interventions that allow them access to the curriculum objectives (Warnock, 1987, as cited in Figares & Menéndez, 2020). According to the law IDEA, Special-Needs Students from public schools can receive support by IEP (Individualized Education Program) that provides “special education instruction, supports, and services kids need to make progress and thrive in school” (Understood, n.d.). Therefore, IEP and teachers have to support students with different strategies to comply with legal mandates and fulfill the students’ necessities.

Accordingly, the current pandemic makes inclusive education for Special-Needs Students a difficult goal. Myers & Bagree (2011) point out that inclusive education encourages students’ participation, presence, and success in their school period. Furthermore, it pursues the adjustment of the educational institutions to the students’ context to foster the values of diversity and equality for all of them. In this way, currently, there are three problematic factors that limit an inclusive education. First, teachers have had to adjust to the new educational demands rapidly. Thus, according to research, they do not feel completely prepared for the current digital transformation (Almeida, 2018; Almeritch et al., 2011; Miralles, Gómez & Monteagudo, 2019, as cited in Figares & Menéndez, 2020). Second, as it is happening with students who have visual and physical handicaps as well as motor control disabilities, there is no appropriate technological access for all Special-Needs Students (Rose & Blomeyer, 2007).  Finally, essential activities required for students, as fieldwork, are not possible beyond the teachers’ efforts to be more inclusive in the current digital era. Hence, remote learning has impeded to carry out an inclusive education for Special-Needs Students entirely.

Transferability in the Chilean context

           Figares & Menéndez (2020) stand out that Special-Needs Students has been one of the most affected groups by the confinement across society. In Chile, there are 183.373 Special-Needs Students (BCN, 2018). In this sense, Ramaciotti (as cited in Taiba, 2020) acknowledges three pivotal points referring to the Chilean context during the pandemic. Firstly, pre-service teacher training has not taken into account pedagogical practices for the diversity of students across the country. Secondly, teachers find it complicated to design appropriate methodologies for Special-Needs students because of the lack of knowledge of inclusive education. Thirdly, teachers find it complex to teach in these conditions since the Special-Needs Students’ assistance and material are insufficient. Thus, it is hard for teachers to achieve the educational goals for their students.

           Therefore, unlike the case study, insufficient Chilean teachers’ training is a huge factor that impedes the promotion of inclusive education also. Although, throughout society, the current pandemic has been detrimental for an inclusive education despite the teachers’ efforts to be more inclusive. Hence, remote learning has impeded to fulfill students’ needs beyond what all teachers can do.

Solutions

           From the case study, there are two possible solutions:

First of all, it is necessary that Special-Needs Students being provided with appropriate technological devices that adjust to their requirements. This is pivotal for them to have the opportunity to develop significant learning.

Secondly, enough support for teachers is mandatory. According to research performed by Kuittinen (2017), if teachers have enough training for inclusive education in regular classes, they have fewer concerns and more positive attitudes toward the inclusion of Special-Needs Students. Although, when educators have insufficient skills and knowledge of inclusive education, there is a probability that they have negative attitudes to be more inclusive (Burke & Sutherland, 2004, as cited in Kuittinen, 2017).  Therefore, it is not possible that educators put into practice meaningful work if they do not feel prepared to be inclusive.

Nonetheless, the pandemic is a substantial issue that has no solution yet. Thus, in spite of every effort that governments and teachers can do, it is not possible to carry out an inclusive education entirely because of contextual affairs.

Conclusion

Consequently, inclusive education is not only include people; it is the acceptance of everyone no matter their economic, social, political, cultural and religious background. Furthermore, inclusive education is pivotal for the development of a democratic society in terms of equal opportunities for all. In this respect, historically, Special-Needs Students have been denied the opportunity to enrich their full potential through inadequate access to education. Thus, we, as future teachers, have to vindicate and promote an inclusive education as an act of justice for every student that has been marginalized. As educators, teaching content is necessary, but teaching for an inclusive society is a duty.

  References

Biblioteca del Congreso Nacional de Chile, BCN. (2018). Datos de la modalidad de Educación Especial en Chile. Retrieved from

Datos de la modalidad de Educación Especial en Chile, año 2018.

Figares, J. & Menéndez, D. (2020). Retos Educativos durante el Confinamiento: La Experiencia con Alumnos con Necesidades Educativas Especiales. Revista Internacional de Educación para la Justicia Social, 9(3). Retrieved from

Retos Educativos durante el Confinamiento: La Experiencia con Alumnos con Necesidades Educativas Especiales 1. Introducción

IDEA (Individuals with Disabilities Education Act). (n.d.). About IDEA. Retrieved from

About IDEA - Individuals with Disabilities Education Act

Kuittinen, E. (2017). Inclusive education from teachers' perspective: exploring Chilean teachers' attitudes and self-efficacy. Retrieved from

https://jyx.jyu.fi/bitstream/handle/123456789/56467/URN%3aNBN%3afi%3ajyu-201712204823.pdf?sequence=1&isAllowed=y

Myers, J. & Bagree, S. (2011). Making Inclusive Education a Reality, Sightsavers policy     paper.

Rose, R. & Blomeyer, R. (2007). Research Committee Issues Brief: Access and Equity in Online Classes and Virtual Schools. North American Council for Online Learning. Retrieved from

Access and Equity in Online Classes and Virtual Schools

Taiba, J. (2020, August 26). Necesidades educativas especiales y COVID 19: desafios y recursos de aprendizaje. Apuntes para una escuela inclusiva. Retrieved from

Necesidades educativas especiales y COVID 19: desafios y recursos de aprendizaje-

Tugend, A. (2020, April 23). Teachers of Special-Needs Students Struggle With Feelings of Helplessness. The New York Times. Retrieved from

https://www.nytimes.com/2020/04/23/education/learning/coronavirus-teachers-special-needs-students.html

Understood. (n.d.). Understanding IEPs. Retrieved from

What Is an IEP? | Individualized Education Program

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Final product: Infographic Case Study Inclusive Education IEL VI 

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Brainstorming: Infographic Case Study Inclusive Education IEL VI 

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Teachers of Special-Needs Students Struggle With Feelings of Helplessness

Remote learning has proved challenging for students who need intensive one-on-one guidance.

Source: https://www.nytimes.com/2020/04/23/education/learning/coronavirus-teachers-special-needs-students.html

-April 23, 2020

This article is part of our latest Learning special report, which focuses on the challenges of online education during the coronavirus outbreak.

They have spent decades honing their patience and optimism at one of the most demanding jobs in education: teaching children with special needs.

But many of these veteran educators say they feel more worried, depleted and, at times, more helpless than ever as they try to teach their students — many of whom need intensive one-on-one guidance — through their screens.

“Serving students with special needs is already a challenge on a regular basis,” said Estella Owoimaha-Church, a theater and English teacher in Los Angeles. “Now, trying to meet accommodations and modifications through a computer is near impossible. It’s hard to figure out where to start.” A number of her students need special education.

While many teachers are struggling, the obstacles experienced by those who teach children and young adults with disabilities are daunting.

It is not only because their students’ challenges often make it more difficult for them to learn remotely, but also because districts are required under the federal Individuals with Disabilities Education Act to provide specific services and meet particular goals within a certain time frame to any child deemed to be eligible for special education services. That can include not just academics, but related services such as occupational, physical and speech therapy.

Those details are all laid out in a student’s Individualized Education Program, or I.E.P. According to the Education Department, seven million children ages 3 to 21, or 14 percent of all public-school students, receive such special education services.

Parents of those students “have a right to sue their school district if their children fail to make progress,” said Leah Murphy, an impartial hearing officer in New York State who presides over special education cases.

And that means teachers and administrators are not just worried about helping their students learn under exceptional circumstances, but also meeting legal mandates.

“My type of special education is really hands-on,” said Marci Levins, who teaches 16 students 18 to 22 years old in an adult transition class in Cerritos, Calif. “For the academic goals in the I.E.P.s, I can do them over the computer. I cannot meet their vocational goals, which is to be on job sites and learn skills.”

Back before the coronavirus struck, some days her students rode public transportation or walked to their job placements at local stores; other days they might have gone to a nearby mall to test their knowledge about such things as making change and how to find a certain item.

“For students in this kind of program, there’s such a community component, and the community’s gone now,” Ms. Levins said.

The last week before the school shut down in mid-March, she spent all her time feverishly teaching the young adults how to use their new iPads, which they took home the day before school closed to start their remote learning.