- 期刊
探究COVID-19對教學者與特殊需求學生的相關議題
To Investigate the Related Issues of Teachers and Students with Special Needs toward COVID-19 Pandemics
摘要
本研究探究教學者與特殊需求學生對於COVID-19和線上教學的感受，334位研究參與者以匿名填答線上問卷，描述性分析結果摘述如下：一、教學者對COVID-19的個人感受：334位研究參與者中，表示偶爾感覺緊張（52.1%）、難過（52.1%）、平靜（51.8%）、疲憊（51.2%）、職業精疲力竭（49.3%）、壓力（48.9%）、承諾要幫忙別人（44.6%）、對未來抱持正向（44%）、不好過（43.4%）居多；少數表示時常或總是有前述感受。二、線上教學對教學者的相關影響：68.9%認同主要影響是缺少技術支援；63.8%認同線上教學會影響親師的聯繫；56.3%不認同已做好線上教學準備；49.1%認同線上教學對他們會有較少壓力。三、線上教學對特殊需求學生的相關影響：59%認同特殊需求學生使用線上教學時，須先取得父母同意；40.4%認同線上教學會影響關心親友的染疫情形；39.2%認同線上教學對特殊需求學生與正常學生會阻礙學習知識；36.2%認同線上教學對特殊需求學生會有普遍性的負面影響。
並列摘要
This study aimed to investigate the concerns about COVID-19 pandemic and online teaching among teachers and students with special needs (SEN) by using an online anonymous questionnaire. Data from 334 participants were analyzed using the descriptive statistics. Main results were shown as following: Firstly, in terms of teachers' personal feelings toward the COVID-19, the majority of participants reported that they sometimes felt nervous (52.1%), sad (52.1%), stressful (48.9%), calmed (51.8%), fatigue (51.2%), exhausted (49.3%), promised to help others (44.6%), positive toward the future (44%), and bad in general (43.4%). Only a few partici pants reported that they often or always had those feelings. Secondly, for the related issues of online teaching that the surveyed teachers concerned, 68.9% agreed with the main problem of lacking technological supports, 63.8% agreed with the impacts of keeping contacting with parents, 56.3% disagreed with their well-preparation for online teaching under pandemics, and 49.1% agreed that the online teaching was less stressful. Thirdly, for the related issues of online teaching that SEN confronted, 59% agreed that SEN should have parents' permissions before participating in the online teaching, 40.4% agreed that online teaching might impact the caring about the COVID-19 infection of students' relatives or friends, 39.2% agreed that online teaching might hinder learning knowledge among all the students, and 36.2% agreed with the overall negative impact of online teaching for SEN.