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22 February 2024

Challenges Faced by Students with Special Needs in Primary Education during Online Teaching

,
and
1
Information Systems IPPS, University of Macedonia, 546 36 Thessaloniki, Greece
2
SMILE Lab, University of Macedonia, 546 36 Thessaloniki, Greece
*
Author to whom correspondence should be addressed.
Educ. Sci.2024, 14(3), 220;https://doi.org/10.3390/educsci14030220
This article belongs to the Special Issue Inclusion in Educational Settings with the Support of Artificial Intelligence
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Abstract

This study investigates the psychological, educational, and technological difficulties faced by primary education students with special needs during online teaching. An interpretative phenomenological analysis was used for the qualitative analysis of data obtained through semi-structured interviews with twenty-two (22) teachers in primary education at a European country. The results revealed that their students showed negative emotions and behaviour. Those diagnosed with autism and learning disabilities had difficulty concentrating in class, while those with sensory disabilities had epileptic instances. Students with mild mental retardation in particular found it difficult to use digital tools. Many problems, however, are due to the lack of infrastructure and digital skills, as well as proper preparation of teachers for online teaching. Therefore, students and teachers should be equipped with the necessary digital skills, specialised digital tools and accessible open educational resources (OER) in order to effectively participate in online education.

1. Introduction

For various reasons (e.g., pandemic lockdown, severe weather conditions, isolated places, war), there is a need to deliver teaching online. However, special needs students may encounter additional challenges in online education, impeding their learning experiences. Few previous studies investigated the views of students with special needs with regard to online teaching. For example, many secondary students with disabilities in the U.S. reported difficulty with remote learning although they were able to set goals, schedule and manage time, and solve problems [1]. Compared to undergraduate students in Saudi Arabia, postgraduate students needed more personalised support, assistance with writing and frequent exams covering less content [2]. Also, university students with special needs in Ghana encountered challenges with inflexible learning management system (LMS) platforms, online task deadlines and a lack of relevant digital skills [3].
Most previous studies investigated the views of parents regarding the behaviour of their special needs children during COVID-19 lockdown. According to parents, their children with special needs showed increased anxiety, nervousness and frustration [4,5,6], as well as fear and a lack of concentration [6]. Parents in Spain found their children with special needs crying more, feeling more nervous, angry and sad, as well as eating and watching TV more than usually [5]. Similarly, parents in Scotland reported sleeping and eating problems, as well as reduced physical exercise of their children with special needs [7]. On the one hand, the abrupt school closure during COVID-19 caused anxiety to children with additional support needs and disabilities, but on the other hand, the absence of stress caused by face-to-face school made some children happier and more eager to learn [7]. Some parents felt that their children were overwhelmed by the workload and sensory experience of using an online platform [8]. An additional problem was the lack of computers and efficient internet connection, as well as familiarity with technology [9]. Furthermore, many previous studies emphasised the importance of collaboration and communication among parents and teachers [10].
Finally, few studies investigated the views of teachers regarding their students with special needs. According to their teachers, students with special needs faced increased stress, as well as remote communication and collaboration challenges [11,12]. Interactive and cooperative teaching strategies enable students with special needs to become connected with their classmates and feel part of the class [13]. In addition, personalised teaching, as well as access to technology and training is essential for their students with special needs [11,13].
Most of these previous studies reported issues and problems faced by the parents and the teachers themselves. Also, most of the reported problems were related to psychological effects (e.g., worry, anxiety, nervousness, frustration, fear) during online teaching due to the pandemic lockdown. However, only few studies mentioned issues related to online teaching practices and methodologies. Also, few studies have investigated primary education students with special needs. Furthermore, few studies have investigated students with special needs in EU countries and none for Greece. Therefore, this study focuses not only on textural issues (i.e., what the participants experienced during online teaching), but also on structural issues (i.e., the context or setting that influenced how the participants experienced online teaching) faced by primary education students with special needs in Greece. More specifically, this study will record the views and experiences of special education teachers in primary education regarding the challenges faced by their students with special needs during online teaching. In addition, it will record the extra difficulties and obstacles that primary education students with special needs faced during online teaching. Finally, it will record the practices, methods and technologies that primary education teachers used to effectively deliver their teaching and support their students with special needs, as well as their recommendations.
To this end, we seek answers to the following three main research questions (RQ):
  • RQ1: What challenges do primary education students with special needs face during online teaching?
  • RQ2: What extra challenges do primary education students with special needs face in comparison to other students during online teaching?
  • RQ3: How might primary education teachers, parents and students with special needs cope more effectively with the challenges that students with special needs face during online teaching?

2. Methodology

Interpretative Phenomenological Analysis

In the present study, a method of qualitative research, interpretative phenomenological analysis [14], was used. Phenomenological analysis is specifically designed to understand and organise data drawn from a series of in-depth interviews on either a small or large sample of participants. It is based on the importance of experience and interpretation, enabling us to gain a clear picture of the thoughts and lives of the people experiencing the phenomenon in question.
Based on Moustakas [14], the following steps were followed:
(1)
Collection of all expressions related to the research questions (horizontalization): This step was performed using semi-structured interviews, which is a qualitative data collection technique [15]. As the pandemic situation makes face-to-face interviews impossible in order not to endanger public health, either online interviews using specific applications such as Zoom, or telephone calls were conducted [16]. The interviews were recorded and then transcribed into written text.
(2)
Definition of the fixed elements of experience–phenomenological reduction (reduction–elimination): The answers of the interviewees were analysed, and the ones that can be understood in separation from the rest of the text were selected and titled.
(3)
Grouping and thematic clustering of the fixed elements of experience (thematic clustering): The fixed elements of experience that have the same reference axis were categorised into groups/units and titled.
(4)
Creation of personal textural descriptions of the interviewees (textural descriptions): During this stage, the participants’ experiences during online teaching were described and relevant thematic units (e.g., feelings, thoughts, concerns) were created.
(5)
Creation of the personal structural description of the interviewees (structural descriptions): During this stage, the structural elements of the experience which affect the quality of teaching were described, and relevant thematic units were created (e.g., technical issues, curriculum, constraints).
(6)
Creation of the complex textural and structural description of the experience (essence): The last part of the research is the synthesis of the textural and structural description of the experiences of the interviewees. Through the analysis of the various thematic units and their comparison with other relevant research, the conclusions of our research on the main research questions emerged and both our innovative findings and the ways in which these findings can be utilised emerged.

3. Data Analysis

Participants and Data Collection

Twenty-two (22) primary education teachers who worked in public primary schools in Greece voluntarily gave interviews. A convenience sampling was employed to recruit participants. The first author contacted teachers he knew personally and who were easily accessible and readily available to give interviews. Throughout the recruitment process, ethical considerations, such as informed consent, confidentiality and privacy, were prioritised. The interviews concerned their experience with their students with special needs. The key steps and considerations for creating and conducting the interviews were as follows:
  • Research objectives defined: The research objectives were based on the RQs.
  • Interview type selection: Semi-structured interviews with open-ended questions were used.
  • Interview question development: Based on the RQs and previous studies, open-ended questions were designed.
  • Participants recruitment: Convenience sampling was used to recruit participants.
  • Questions were tested in a pilot.
  • Question refinement.
  • Interview structure defined.
  • Interviews scheduled.
  • Interviews conducted: The interviews started with an introduction about the RQs. Ethical considerations were assured. The participants consented to participate voluntarily. They openly and eagerly expressed their views during the interviews.
  • Recording and documenting.
  • Transcript analysis.
The research questions (RQ) and previous studies, e.g., [6,13,17], were useful for developing the guiding questions for the interviews. However, flexibility and adaptability during the interview process were supported for capturing unexpected insights.
Table 1 describes the guiding questions for the interviews.
Table 1. Interview guiding questions.
The purpose of the study was devised to cover the following categories of students with special educational needs (SEN):
  • Autism spectrum disorder (ASD): autistic disorder, childhood disintegrative disorder, diffuse developmental disorders not otherwise identified, including atypical autism;
  • Attention deficit hyperactivity disorder (ADHD): distraction, impulsivity;
  • Learning special needs: perceptual difficulties, dyslexia, developmental aphasia, brain dysfunction;
  • Mild mental retardation;
  • Physical disability;
  • Sensory disability.
As the interview questions were open, it is important to know some of the key characteristics of the participants (e.g., gender, age, work experience, categories of students with special needs whom they teach, etc.). Thus, the participants were asked to fill in a form with their demographics related to the research, which are presented in Table 2. For research ethical reasons, their names do not appear, but instead teacher codes 1–22. In addition, the percentages of the participants who mentioned the respective thematic units are recorded, thus emphasising their importance and giving us the opportunity to make comparisons between them and illuminate the most important findings of our research.
Table 2. Participant demographics.

4. Findings

According to the interpretative phenomenological analysis [14] (Moustakas, 1994), the issues are divided into two main categories: textural issues and structural issues. Regarding textural issues, the following themes and their corresponding codes emerged from the coding of the interviews (Table 3):
Table 3. Textural issues.
(1)
Emotions: Sadness, anxiety, fear, bored and tired, isolation/lack of socialisation, lack of interest/denial/frustration;
(2)
Behaviour: Diet disorder, family conflicts, competition and comparison;
(3)
Collaboration with parents: disinterest, high demands, lack of digital skills, lack of time, necessary support.
Regarding structural issues, the following themes and their corresponding codes emerged from the coding of the interviews (Table 4):
Table 4. Structural issues.
(1)
Teaching methods: Use of school’s equipment by teachers, use of digital educational tools, use of tools reminiscent of face-to-face lessons, teamwork, educational games, use of multimedia, interactive lessons, short exercises and quizzes, help from fellow information technology (IT) teachers;
(2)
Assessment and evaluation: Emphasis on behaviour, emphasis on participation and effort, leniency, additional learning gaps, individualised/personalised exercises, use of digital tools in assessment;
(3)
Difficulties in using digital tools: Problems with camera and microphone, difficulty using keyboard and mouse, difficulty using the Webex platform;
(4)
Problems of online courses: Purely private lesson, difficulty adjusting, difficulty concentrating, lack of student equipment, reduced student participation in video sessions, riot issues, epilepsy issues, lack of internet connection, problems with the Webex platform, incomplete instructions from the Ministry;
(5)
Teachers’ solutions and suggestions: Additional online resources, blended teaching, smaller classes, shorter lessons, morning lessons, training of teachers and students, use of special education tools, personalised teaching;
(6)
Positives of online education: Familiarity with technology, no lesson is lost, more interaction.

5. Discussion

5.1. Emotions

According to the participating teachers, the strongest feeling observed in their students was stress (similarly to [6,7,11,18]), which, for some students, was accentuated during the pandemic period, and for others decreased due to their lower exposure to the class. However, for one student, an improvement in his reduced verbal development was observed. In addition, the isolation and lack of socialisation was a serious problem faced by the students, as they are at an age where socialising with peers is essential for them. This study found that in many cases (similarly to [6]) students were bored with online lessons, tired, frustrated (similarly to [6]) and lost interest in the lesson. Also, similarly to the findings of [5], many students felt sad during this period and cried frequently. However, students’ feeling of fear was not strongly observed in this study. On the contrary, [19] found that kindergarten students with special needs view their school future with fear. This difference in the results may stem from the difference in the students’ age and development or the difference in the teaching practices (e.g., play-based learning at kindergarten) and the additional difficulty of transition that pupils have to face from kindergarten to primary school.

5.2. Behaviour

During the pandemic, changes in the behaviour of students with special needs were also observed (similarly to [4,11]). These students often compared themselves to their classmates, felt the need to follow the same curriculum as them and got upset if they did not succeed. In a small percentage, some students had problems with their diet and eating unhealthy foods (similarly to [5]), and others argued with their family.

5.3. Collaboration with Students’ Parents

The cooperation of teachers with the parents of their students was positive and productive in most cases. Parents were willing to work with teachers to help educate their children; however, some problems, such as parents’ lack of time and digital skills, stood in the way of this process. Most participants stressed that the contribution of parents to the educational process is essential during online education. It is important to be by their side in order to draw their attention and not to be distracted. Similarly, previous studies [9,10,20,21,22] also highlighted the importance of this collaboration through which all actors in the educational process can benefit. Parents are informed about the strengths and weaknesses of their children, but they also help the teachers in the development of the individualised education program.

5.4. Teaching Methods

According to the teachers, the most difficult part of the teaching was keeping their students focused on the lesson. In order to achieve this, they used various online activities found on the internet, including quizzes, educational games, images and videos, as well as tools that were also used in face-to-face lessons, such as cubes, sticks, etc. Teachers took advantage of enjoyable activities presented through gonoodle.com, useful tools such as Google Slide for filling in gaps in slides or features provided by Webex, such as the “chat” in order to solve students’ questions immediately during the lesson without interrupting the flow, as well as the ‘annotate’ with which the students themselves could write on the digital board. In addition, the more interactive the lesson becomes, the more students participate and are not distracted by any temptations at their home. Similarly, previous studies [11,13,21] stressed the importance of interactive teaching methods.
In addition, the teachers created small groups of students, in order to include students with special needs, so that they feel equal with their classmates and part of the group. Similarly, [13] proposed cooperative teaching methods. However, the teachers stressed that students with special needs should not receive strong stimuli, so the exercises they undertake should be short and without many images that could confuse them. Furthermore, in the case of a lack of equipment, teachers were able to use school computers, leading to overcrowding, which was dangerous during the pandemic period. Finally, many teachers pointed out that information technology (IT) teachers helped them in order to install and use educational tools.

5.5. Assessment and Requirement by Students with Special Needs

Many teachers gave assessments based on the improvement in students’ behaviour as well as the effort they made rather than their learning progress. Descriptive evaluation was preferred by most teachers, especially in the smaller grades of elementary school, while others used digital tools with quizzes and exercises found on the internet, which were personalised to the students’ abilities. Most teachers stated that their assessment method did not differ from that of other students, while fewer teachers showed greater leniency to students with disabilities. In addition, most educators reported that online education created additional learning gaps compared to face-to-face learning. As [23] reported, although parents and children spent more time during distance learning, learning outcomes were lower than during regular face-to-face learning.

5.6. Difficulties in Using Digital Tools

Students with special needs also had difficulty using digital tools. For most, it was unprecedented to see their classmates through a camera and they were slow to get used to it, while the microphone disturbed them when they had to speak, and they did not know if they could be heard. Using the keyboard and mouse was also a serious problem, especially for younger students who had not used computers before. In addition, it took a long time for many students to practice using the Webex system, through which e-classes took place. Similarly, in [21] deaf and hard-of-hearing (DHH) children struggled to follow the speaker during videoconferences. Therefore, there is a need to train students to use digital tools [9,12].

5.7. Problems of Online Courses

This unprecedented situation disrupted the routine of students with special needs, resulting in them taking too long to adjust. Their home, a familiar environment, in which they played and rested, became their working environment. According to [8], it is important for children with autism to keep their home a safe and reliable place, without being severely disturbed by external obligations and school requirements. In addition, many students did not have the necessary equipment to attend online classes, some were attending classes using their cell phones and many had problems connecting to the internet. Unfortunately, the government funding for school education was not enough and was not given on time, but only towards the end of the school year. Another intense problem was the lack of concentration of their students during the lesson, as some of them played or talked about irrelevant topics, a finding that was also reported by other studies [6,24]. Many teachers would expect more adequate instructions from the Ministry of Education regarding the teaching methods. Teachers were not fully prepared and trained to teach online [3,11,24], so they needed specific instructions tailored to the needs of their students. A small percentage of some teachers reported that parallel support could not be achieved in distance learning and were forced to give private lessons with their students, while the students connected to certain classes, such as gymnastics and music, simply for their socialisation. Many, in fact, expressed their dissatisfaction with the Webex platform, which did not support the number of people that it should and did not work efficiently. Finally, there were noise problems due to the open microphones from the other children, while students with pre-existing epileptic problems were disturbed by the sudden changes on their screen.

5.8. Teachers’ Solutions and Suggestions

This section presents the teachers’ suggestions for improving online teaching. Teachers urge for open access to web applications, as they found several interesting applications on the internet, but to which they did not have access. It is important that educational organisations and governments develop open educations resources (OERs) for various categories of students with special needs. Also, the teachers suggested a reduction in teaching hours so that the children do not get tired, as well as classes with fewer students so that the teacher has the opportunity and time to deal with each individual student exclusively. In fact, some teachers preferred the classes to be held in the morning rather than at noon, as it happens so far, because their students would perform better. Also, many teachers have proposed a blended model of learning, both face-to-face and online, both for children with special needs to get more socialised and for the teachers to be able to support them more directly and efficiently. Finally, they strongly proposed the training of teachers for distance learning, in order to be prepared with new techniques and tools that will improve their online teaching. Respectively, as also suggested by previous studies [3,25,26], the government should enhance the special education system and train special education teachers in order to make the most of technology and to increase the efficiency of online teaching for special needs students.

5.9. Positives of Online Education

A main advantage of online education mentioned is familiarisation with technology. The students had the opportunity, through the use of computers and digital tools, to practice with technology and, in fact, as [17] states, to obtain the necessary knowledge for their future and career path. Some educators also argued that there was more interaction in online education as teachers had to move away from the traditional model of lecturing that was widely used in face-to-face learning. Thus, they used alternative methods, such as videos, educational games and exercises on a digital canvas, in which, with the use of the additional annotation option of the Webex platform, the students themselves could write on the board of the classroom and at the same time exchange ideas. In contrast, [17] highlighted the complete lack of interactivity, as students felt lonely watching a video on their own, and could not exchange views and in many cases. According to the students themselves, teachers forgot about students’ particularities and automatically excluded them from the lesson. Another advantage of the distance learning mentioned is that lessons will no longer be missed in the case of extraordinary events, such as a heavy snowfall, but face-to-face lessons will be replaced by online ones. Finally, a small percentage of teachers argued that online education allows them to apply more specialised teaching in a more effective way.

6. Summary of Results

According to their teachers, students with special needs experienced several internal and external difficulties during online teaching. They had negative emotions (stress, nervousness, anxiety, frustration, sadness, boredom, etc.), negative behaviour (isolation, lack of socialisation, unhealthy diet, comparison to others, etc.), difficulties in concentrating and collaborating, low digital skills and work overload, among other problems. Also, there were issues with the digital infrastructure (equipment, devices, tools, internet connectivity, platforms, etc.) and limited state support. On the other hand, students got familiar with the technology and participated in interactive lessons. Their teachers exploited alternative methods for teaching and assessment (digital educational tools, multimedia, interactive lessons, educational games, teamwork, personalised learning, e-quizzes, e-exercises, etc.). Finally, the teachers suggested that the state train teachers, students and parents, provide accessible open educational resources (OERs) and specialised digital infrastructure, as well as enable blended teaching and learning, smaller classes, shorter lessons, morning lessons, personalised learning, and interactive and collaborative teaching and learning.

7. Conclusions

This study investigated the challenges faced by students with special needs through the eyes of their teachers in primary education during online teaching. Teachers’ responses with regards to the first research question (RQ1) lead us to the conclusion that students with special needs felt stress, isolation and a lack of socialisation, boredom, tiredness, frustration, disengagement and sadness. They also lacked digital skills and digital infrastructure.
During online education, students with special needs have to manage an additional load. Furthermore, online education requires students to use computers and digital media, which not all students have access to, and it is even more difficult for those with additional learning disabilities to acquire all necessary special equipment and use them. Moreover, the lack of physical connectedness caused additional psychological problems for students with special needs, such as stress, fatigue, sadness, etc. In addition, adjustment problems as well as negative emotions, such as sadness and anxiety, were more pronounced in these students in the lower grades of school.
Regarding the second research question (RQ2), the teachers concluded that students with special needs had extra difficulties to operate digital devices and tools. They also compared themselves to their classmates and got upset if they could not follow the same curriculum. They need a fixed daily routine in a familiar environment without disturbances. Moreover, they are easily and often distracted.
More specifically, students with special needs faced additional practical problems during online lessons compared to their classmates. Most of them could not concentrate in class since they are more sensitive to distractions. Particularly, students with learning difficulties and autism experienced a lack of concentration. Students with mild mental retardation found it more difficult to use technological means. Many students with physical disabilities had difficulties using the mouse and keyboard, while others with epileptic problems had difficulties with switching images on their screen. Another problem that was observed in this study and has not been studied in depth in the literature is the need of these children to compare themselves with their classmates. They were often jealous if they were not the first to find the answer to a teacher’s question and felt inferior. In addition, this study revealed the following students’ challenges that have not been identified by previous studies: need for special assessment methods (emphasis on behaviour, emphasis on participation and effort, leniency, individualised/ personalised exercises, short and frequent quizzes, use of digital tools in assessment); using digital tools and participating in online courses (Webex, screen, camera, microphone, keyboard, mouse, etc.), and more.
Furthermore, this study showed that older teachers had less knowledge of technological tools and needed the help of teachers who teach information technology (IT) in order to cope with the online education. Also, younger teachers were more flexible in using multiple online activities and tools in order to stimulate students’ interest.
According to their teachers, students with special needs experienced the following extra difficulties: need for specialised digital tools and accessible open educational resources (OERs) appropriate for students with special needs; need for training in using these specialised digital tools; using digital tools (e.g., keyboard, mouse, screen); using videoconferencing effectively (seeing or listening to who is talking, reading lips, etc.); concentration on screen; confusion by riot and noisy situations; seeing fast-changing images; using digital educational resources that do not adhere to accessibility/inclusiveness standards; and the need for personalised teaching.
Regarding the third research question (RQ3), the teachers concluded that there is a need for accessible open educational resources (OERs), specialised digital infrastructure, flexible classes, as well as training of teachers, students and parents. More thoroughly, the actions that could facilitate the education of students with special needs concern all involved in education. The Ministry of Education is required to provide appropriate tools, such as computers, tablets and an adequate internet connection, to students and teachers. It should also arrange for upgrading the Webex platform in order to support a larger number of users without crushing. In addition, the Ministry of Education should equip teachers with useful accessible educational material which are either open educational resources (OERs) or at a cost. It is also very important to develop individualised and personalised teaching programs, adapted to the special abilities of specific students, but also train teachers, students and parents in order to be prepared for online education. For the parents of children with special needs, in fact, it would be very helpful if special work permits were given in order to have the necessary time for supporting their children during online teaching.
Moreover, teachers must be constantly trained in new teaching methods and technological developments that they can take advantage of in order to make their lesson more efficient. Actually, interactive and collaborative teaching methods and the use of educational videos, games and quizzes could make the lessons more interesting for students. Special education teachers must be able to recognise the capabilities of each student and adapt their teaching accordingly. Class teachers, on the other hand, should not neglect the special educational needs of students and also encourage them to participate and collaborate with their classmates.
Parents should also play a supportive role for their children along with teachers. They should be informed and trained about the ways in which they can support their children. It has also been suggested that there be daily communication with teachers in order to have continuous feedback on student performance and to advise teachers on topics that they know best in terms of the character and abilities of their children. Finally, they need to be patient and provide their children practical and psychological support.

8. Limitations and Future Research

This study is not free from limitations that need further research in the future. First, the sample is not entirely representative. Only special and class education teachers at [this European country] public primary education schools were selected to answer the interviews. Future research could be conducted at private schools, other levels of education, and other countries. In addition, future research may include the views and experiences of parents, child psychologists and even the children themselves, in order to obtain a more comprehensive view on the subject. Furthermore, this study focused on students with mild difficulties who attend the same schools as other students. Future research may include students with more difficult cases of disability who attend special schools.
In addition, in order to expand on this research in the future, teachers’ personal feelings and concerns may be investigated. This situation was unprecedented for them as well, so it is important to understand how they experienced it for them to deal with their own problems and teach with greater zeal and more effectively. One further issue that can be investigated is the transition of students from kindergarten to primary school. This is a dramatic change in the lives of children, as their environment changes and their responsibilities increase, especially when this transition is combined with the transition to online teaching.

Author Contributions

Conceptualization, R.B. and M.P.; methodology, R.B. and M.P.; software, R.B.; validation, R.B. and M.P.; formal analysis, R.B. and M.P.; investigation, R.B. and M.P.; resources, R.B.; data curation, R.B.; writing—original draft preparation, R.B.; writing—review and editing, M.P. and A.A.E.; supervision, M.P. and A.A.E.; project administration, A.A.E. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Data Availability Statement

Data is unavailable due to privacy and ethical restrictions.

Conflicts of Interest

The authors declare no conflict of interest.

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