Teachers’ Attitudes towards the Rights of Students with Special Education Needs During the Covid-19 Pandemic
This study aims to assess teachers’ attitudes toward the rights of students with special needs during the Covid-19 pandemic. The study focuses on the attitudes of the special education teachers regarding their self-efficacy and beliefs about using e-learning with their students during the Covid-19 lockdowns. It was undertaken using a quantitative research approach by which teachers working with children with special needs in Amman were interviewed virtually. The findings indicate that the teachers have positive attitudes and perceptions regarding the rights of children with disabilities, although they report having low self-esteem. They report the need to find ways of integrating e-learning for special needs children during the lockdowns. The findings indicate that teachers in Jordan have relatively negative perceptions of using e-learning platforms for teaching children with disabilities. There is a need for policies to train and support teachers in these settings to equip them with the skills to work with students with special needs using e-learning tools.
Key Words: Covid-19, Rights, Students with Special Needs, Teachers' Attitudes.
Abbas, M. (2012). Educational developments in Jordan from the 1950s until today: Stages and characteristics. In E. Podeh & S. Alayan (Eds.), The politics of education reform in the middle east, self and others in textbooks and curricula (pp. 61–79). Beghahn Books.
Abu-Hamour, B., & Al-Hmouz, H. (2014). Special education in Jordan. European Journal of Special Needs Education, 29(1), 105–115. https://doi.org/10.1080/08856257.2013.859820
Abu-Rabba’, M. Y., Al-Mughrabib, A. M., & Al-Awidi, H. M. (2021). Online learning in the Jordanian kindergartens during Covid-19 pandemic. Journal of e-learning and knowledge society, 17(3), 59–69. https://doi.org/10.20368/1971-8829/1135534
Adam, N. L., Alzahri, F. B., Cik Soh, S., Abu Bakar, N., & Mohamad Kamal, N. A. (2017). Self-regulated learning and online learning: A systematic review. In H. Badioze Zaman, P. Robinson, A. F. Smeaton, T. K. Shih, S. Velastin, T. Terutoshi, A. Jaafar, & N. Mohamad Ali (Eds.), Advances in visual informatics (Vol. 10645, pp. 143–154). Springer International Publishing. https://doi.org/10.1007/978-3-319-70010-6_14
Ahmmed, M., Sharma, U., & Deppeler, J. (2014). Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh. Disability & Society, 29(2), 317–331. https://doi.org/10.1080/09687599.2013.796878
Alkhateeb, J. M., Hadidi, M. S., & Alkhateeb, A. J. (2016). Inclusion of children with developmental disabilities in Arab countries: a review of the research literature from 1990 to 2014. Research in Developmental Disabilities, 49(50), 60–75. https://doi.org/10.1016/j.ridd.2015.11.005
Azzi-Huck, K., Blom, A., & Bend, M. (2020, April 29). Innovation in responding to coronavirus could pave the way for better learning outcomes in MENA. World Bank Blogs. https://blogs.worldbank.org/arabvoices/innovation-responding-coronavirus-could-pave-way-better-learning-outcomes-mena
Benson, S. K. (2020). The evolution of Jordanian inclusive education policy and practice. FIRE: Forum for International Research in Education, 6(1), 102–121. https://doi.org/10.32865/fire202061177
Bonal, X., & González, S. (2020). The impact of lockdown on the learning gap: family and school divisions in times of crisis. International Review of Education, 66(2) 1–21. https://doi.org/10.1007/s11159-020-09860-z
Booth, T., & Ainscow, M. (2000). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education. http://www.inclusion.org.uk
British Council. (2020, October 27). Policy dialogue on inclusive education and Covid-19. https://www.jordantimes.com/news/local/dialogue-session-focuses-pandemic-impact-education
Burdette, P. J., Greer, D. L., & Woods, K. L. (2013). K-12 online learning and students with disabilities: Perspectives from state special education director. Journal of Asynchronous Learning Network, 17(3), 65–72. http://dx.doi.org/10.24059/olj.v17i3.327
Chatzara, K., Karagiannidis, C., & Stamatis, D. (2016). Cognitive support embedded in self-regulated e-learning systems for students with special learning needs. Education and Information Technologies, 21(2), 283–299. https://doi.org/10.1007/s10639-014-9320-1
Cullen, J. P., J. L. Gregory, & L. A. Noto. (2010). The teacher attitudes toward inclusion scale (TATIS) technical report. Paper presented at the 33rd eastern educational research association, Savannah, Georgia. https://www.researchgate.net/publication/234593194_The_Teacher_Attitudes_Toward_Inclusion_Scale_TATIS_Technical_Report
Department of Statistics. (2015). General population and housing census 2015: Main results. http://www.dos.gov.jo/dos_home_e/main/population/census2015/Main_Result.pdf
Duraku, Z. H., & Nagavci, M. (2020). The impact of the COVID-19 pandemic on the education of students with disabilities in pre-university education. Preprint. https://doi.org/10.13140/RG.2.2.17807.41125
European Agency for Development in Special Needs Education. (2012). Profile of inclusive teachers. Odense, Denmark: EADSNE. https://www.european-agency.org/sites/default/files/Profile-of-Inclusive-Teachers.pdf
Higher Council for the Rights of Persons with Disabilities. (2017). Law on the rights of persons with disability. http://hcd.gov.jo/en/content/law-rights-persons-disabilities-no-20-year-2017
Mahases, S. (2018, November 20–22). The Jordanian Experience in Inclusive Education (Paper presentation). II forum BIE 2030: Balanced and inclusive education, Mexico City –Mexico.
Ministry of Education. (1988). The first national education reform conference. http://moe.gov.jo/node/76879
Ministry of Education. (2002). Towards a vision for a new education system: vision forum for the future of education in Jordan. http://moe.gov.jo/node/76879
Ministry of Education. (2020). The 10-Year strategy for inclusive education. http://moe.gov.jo/node/76879
Organization for Economic Cooperation and Development. (2020). The impact of COVID-19 on student equity and inclusion: supporting vulnerable students during school closures and school re-openings. https://read.oecd-ilibrary.org/view/?ref=434_434914-59wd7ekj29&title=The-impact-of-COVID-19-on-student-equity-and-inclusion
Pirani, Z., Molvizadah, V., & Abbas, M. (2013). E-learning framework for learning disabled children. International Journal of Computer Applications (0975–8887), 63(19), 38–43. https://doi.org/10.5120/10577-5703
Rice, M., & Mellard, D. (2016). Guidance for preparing online teachers to work with special education students. Lawrence, KS. Center on Online Learning and Students with Disabilities, University of Kansas. http://hdl.handle.net/1808/22566
Sakarneh, M., & Al-Swelmyeen, M. (2020). The extent to which the Jordanian inclusive basic school teachers use the constructivism theory in teaching. Journal of Educational and Social Research, 10(1), 182–197. https://doi.org/10.36941/jesr-2020-0017
Sakarneh, M. (2014). Quality teaching: The perspectives of the Jordanian inclusive primary school stakeholders and the Ministry of Education. International Journal of Psychological Studies, 6(4), 26–40. https://doi.org/10.5539/ijps.v6n4p26
Sakarneh, M. (2015). Articulation of quality teaching: A comparative study. Journal of Education and Training Studies, 3(1), 7–20. https://doi.org/10.11114/jets.v3i1.579
Sakarneh, M. (2019). تفكير معلمي الصفوف الأساسية التي تشتمل على طلبة ذوي صعوبات تعلم في مدينة عمان: الوضع الراهن والتوجهات المستقبلية [Basic school teachers’ thinking during their teaching in the basic classes which includes students with learning disabilities in Amman city: The current situation and the future directions]. Mutah Lil-Buhuth wad-Dirasat: Humanities and Social Sciences Series/ مجلة مؤتة للبحوث والدراسات: سلسلة العلوم الانسانية والاجتماعية, 34(4), 111–138. http://dx.doi.org/10.35682/2029
Sakarneh, M. (2020). واقع التحديات التي تواجه المعلمين في دمج الطلبة ذوي الحاجات الخاصة في المدارس الاساسية الاردنية من وجهة نظر المعلمين انفسهم [The challenges facing teachers in inclusion of students with special needs in the Jordanian basic schools from the teachers’ point of view]. Dirasat: Educational Sciences/ مجلة دراسات: العلوم التربوية, 47(2), 90–102. https://journals.ju.edu.jo/DirasatEdu/article/viewFile/103566/11410?target=_blank
Sakarneh, M. (2021). The impact of COVID-19 and lockdown on families of students with special education needs. Cypriot Journal of Educational Science. 16(3), 1010–1020. https://doi.org/10.18844/cjes.v16i3.5787
Sakarneh, M. A., Sabayleh, O. A., & Alramamneh, A. L. K. (2019). The sensory characteristics of children with autism spectrum disorder: Teachers’ observation. International Journal of Early Childhood Special Education, 11(2), 105–115. https://doi.org/10.20489/intjecse.670459
Saloviita, T. (2020). Teacher Attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64–73. https://doi.org/10.1111/1471-3802.12466
Sanchez-Gordon, S., & Luj’an-Mora, S. (2016). Design, implementation and evaluation of MOOCs to improve inclusion of diverse learners. In R. Mendoza-Gonzalez (Ed.), User-Centered Design Strategies for Massive Open Online Courses (MOOCs) (pp. 115–141). IGI Global. https://doi.org/10.4018/978-1-4666-9743-0.ch008
UNICEF. (2020). UNICEF and the COVID-19 Response for Education in Jordan: One Month On. https://reliefweb.int/sites/reliefweb.int/files/resources/76399.pdf
Van Lancker, W., & Parolin, Z. (2020, April 7). COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet Public Health, 5(5), e243–e244. https://doi.org/10.1016/S2468-2667(20)30084-0
Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229. https://doi.org/10.1016/j.tate.2017.02.005
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.