A Study on Actual Conditions and Improvement Plans of Distance Learning for the Students with Intellectual Disabilities

This study was conducted to investigate the actual conditions of distance learning for the students with intellectual disabilities, to examine the perception of special education teachers regarding distance learning operation, and to explore the requirements and improvement plans for more effective distance learning operation in special education field. For the research, the author conducted a convergent parallel mixed study that complements both quantitative and qualitative studies. First, a survey was conducted on the current status and perception of distance learning operation of 353 special education teachers who had recently conducted distance learning for the students with intellectual disabilities. Next, eight special education teachers who had participated in research or data production related to distance learning were interviewed. The results of the study are as follows: First, regarding the actual conditions of the distance learning operation, the most utilized type of distance learning was content utilization class. The platforms mainly utilized in the class were ZOOM and e-learning sites. The teachers mainly used self-produced contents because they could not secure sufficient amount of contents for special education or had difficulties in individualization for special students. The average time for one class preparation was 63 minutes, and average class was 25 minutes in length. Second, special education teachers responded that distance learning was more difficult to operate and brought heavier workload compared to face-to-face education. Teachers had been challenged not only by lack of digital literacy, but also by copyright issues and the burden of revealing classes. In addition, it was difficult for them to understand the degree of student understanding, as it was difficult to provide immediate feedback or interact with the students in class. For these reasons, the special education teachers showed low satisfaction and expectation of distance learning for the students with intellectual disabilities. Finally, as a demand for more effective distance learning operation, the special education teachers responded that various distance learning contents for the students with intellectual disabilities should be developed and special education distance learning platform(LMS) which is easy to accumulate and access special education contents should be established. They also hoped that the special education curriculum itself should be designed to enable distance learning, and digital literacies of teachers, students and parents altogether should be strengthened. As a means of distance learning for the students with severe intellectual disabilities, they insisted that life-oriented curriculum for distance learning should be developed, and local community support for education and childcare should be conducted. Also, they recommended measures to utilize EduTech or assistive technology devices, and suggested utilization plans of remote control or macro settings in computer programs. Based on the results of this study and recent research on distance learning, the author discussed the needed measures for effective distance learning operation in special education.