Abstract
The world is embroiled in the COVID-19 pandemic, and education institutions are making all efforts en masse to combat disruption. This chapter outlines the pedagogical practices and models adopted for remote learning in the special education classroom of the Well Being Research and Rehabilitation Centre (India). The aim is to explore the e-learning ecosystem and investigate the efficacy of web-based education. Findings are discussed in the context of how the early childhood special education (ECSE) adapted quickly to remote learning and the implications for early childhood personnel. Students with special needs have recorded mixed experiences with online schools. The objective of this chapter is to offer veritable insights and recommendations into instructional design that may be incorporated into any curriculum across the globe. It presents a pedagogy based on the UDL principles that enables all students, with or without disabilities, to enhance their full potential. A review of challenges of online learning adaptation and measures for success are presented.
TopIntroduction
In light of the Pandemic, educational institutions were compelled to connect with computers and engage in technology-mediated learning pedagogies. More than half a billion children had to become remote-school learners (Cohen & Kupferschmidt, 2020). Early childhood special education (ECSE) instructors faced the daunting task of maintaining connection with students and their families while catering to their special education needs via remote education (Asbury et al., 2020). E-learning being the only viable medium of education encouraged educators to develop innovative practices to reach the learners and use digital tools as allies for the ‘emergency remote teaching’ (Hodges et al. 2020).
Even before COVID-19 overturned the world, remote learning had become popular owing to its vast benefits and the evolving dynamics of the educational landscape (Barbour & Reeves, 2009; Cavanaugh, Gillan et al., 2004; Hassel et al., 2001). It became the fastest-growing educational trend (Watson et al., 2011), and virtual learning was termed as the “next wave in technology … joining proven distance learning methods” (Clark, 2001). It had become inevitable to live without experiencing emergent teaching and learning online platforms. A whole-new culture of education outside the classrooms had emerged (Thomas & Brown, 2011). Remote learning platforms came to be viewed as time-saving tools that inculcated social skills, autonomous learning and self-discovery, and motivation to keep abreast with new trends (Taylor, Hunter, Melton, & Goodwin, 2011). Google Classroom was used for its ease extensively (Janzen, 2014, Northey et al., 2015), and was highly recommended in education fraternity for widespread access, flexible scheduling and eliminated travel expenditures. Shuler’s report (2009) posited that technology could (a) support anytime, anyplace learning; (b) reach underserved youth; (c) improve social interactions; and (d) support a more personalized learning experience. Traxler (2018) pointed that it allows studying anywhere, anytime from anyone. Previous research has established that students, parents, and teachers chose online charter schools to escape negative environments and to take advantage of online schools’ flexibility and convenience (Macy et al., 2018; Beck et al., 2014; Hasler-Waters et al., 2014; Ahn, 2011). Technology-mediated learning has the advantage of being time-saving and economical (Wu et al., 2011; Chen, 2010; Smart & Capple, 2006). Furthermore, online resources of audios and videos, text and figures are easily accessible via hyperlinks and online enquiries (Chen, 2010). Children were one of the largest digital consumers of mobile technology and electronic devices (Druin, 2009). However, a digital consumer is different from a digital learner and engaging students successfully requires effort and imagination.
Key Terms in this Chapter
Assistive Technology: A term for assistive, adaptive, and rehabilitative devices for people with disabilities or the elderly population; any device, software, or equipment that helps people with disabilities learn, communicate, or function better, for example, computer, audiobooks, speech-to-text software, etc.
ASD (Autism Spectrum Disorder): A neurodevelopmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior.
LD: Learning disabilities describes specific kinds of learning problems. It is a group of disorders that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math.
IEP: An individualized education program is a written statement in the process of receiving special education services, developed by parents and school personnel which lays out the special education instruction, supports, and services.
Remote Teaching: Occurs outside of a physical classroom when instructors are separated from their learners in time and distance.
SEN: Special education needs is a broad term that refers to the special educational needs for a child with disability or difficulty.
Special Education: The practice of educating students in a way that provides accommodations that address their individual differences, disabilities, and special needs.