Akademik Veri Yönetim Sistemi
Bartın University Journal of Faculty of Education, cilt.10, sa.3, ss.526-540, 2021 (Hakemli Dergi)
This study was conducted to determine the experiences and needs of special education teachers regarding distance education
during the COVID-19 pandemic. Screening model and convenient sampling technique were used. Participants were 191 active
special education teachers from İzmir, Turkey in the academic year of 2019-2020. Special Education Teacher Needs Analysis Form
developed by the researchers was used as data collection tool. Orange and SPSS programs were used for analyzing. Results indicate
that most of the teachers stated they are technology literate and few had been trained in distance education. Most of them have
developed at least one of the homework, IEP (individualized education plan), computer/web supported materials, educational mobile
applications, materials, educational video applications. Only a quarter of teachers taught live lessons. They mostly provide feedback
and interact partially, individualize lessons partially, cooperate with their colleagues partially in distance education. They stated that
if there was an e-mentor to support them in this environment, they would feel ready. Moreover, the most encountered difficulty is
their students’ use of technology. These findings indicate that teachers should customize for individual students’ needs, provide
frequent feedback, keep the teacher family communication strong and receive in-service training on distance education.