Interactive Teaching Strategies Used by Special Education Teachers in Distance Learning
Nikka Apolinar Balicat1*, Benjamin Carreon Siy Jr.1
1 Master of Arts in Education, University of Perpetual Help System DALTA - Las Piñas Campus, Philippines
*Corresponding Author: [email protected] Accepted: 15 November 2022 | Published: 1 December 2022
DOI:https://doi.org/10.55057/ajress.2022.4.4.3
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Abstract: This research looked into the interactive teaching strategies used by special education teachers in distance learning. The co-participants of the study consisted of eight (8) selected special education teachers who have been teaching at least in three (3) years and have a minimum 1 year teaching experience in distance learning. This study specifically used the case study qualitative approach to describe in-depth experiences of participants. The data were gathered through an interview schedule and the results of data collected were presented through a narrative analysis approach. Based from the collection of data, the following findings were draw: (1) in teaching distance learning requires a variety of online education platforms and teacher must have different set of interactive skills, (2) teaching strategies such as keeping students’ attention, positive reinforcement, parent-teacher collaboration, and classroom rules were some methods in delivering interactive class discussion, (3) special education teacher assessed their students' learning progress in three ways: through the use of various online assessment tools, oral recitation, and providing students with follow-up exercises, (4) study drew teacher guidelines on how to use Quizizz as an interactive platform in teaching distance learning. These findings were indeed the qualities of co-participants' stories that represent certain views and lived experiences in teaching distance learning.
Keywords: Interactive Teaching Strategies, Special Education Teacher, Distance Learning _________________________________________________________________________
1. Introduction
The Pandemic brought a new horizon to all teachers around the globe. This outbreak is affecting the teaching and learning process. However even the pandemic teachers can still create a meaningful distance learning experiences. Distance learning is defined as studying from home where students and teachers are physically distant as they use of technology and internet connectivity in education system. To bridge a gap in physical distance between a teacher and a student, the technology and applications means are used to keep students in touch with teachers. It provides access in communication between students and bridge the gap though distance learning (Sadeghi, 2019).
As indicated in article composed by Berg (2020), the digital reading materials, digital recordings for on-demand listening or viewing, email, discussion boards, chat rooms, and test- taking capabilities in virtual classrooms are all included in online course management systems used for distance learning. While synchronous technologies, such as live video, sound, and shared access to electronic reports at scheduled times, are also used, most frameworks are
generally asynchronous, giving students access to most features whenever they wish to learn on their own time and schedule.
The sudden switch to distance learning during the pandemic has been an adjustment for everyone involved. Specially, learners enrolled in special education programs encountered a more complicated path to learning. The special education teachers need definite direction and standards for distance learning. They identify the technologies and application that can be used to manage their students during distance learning. Consequently, the special educators have introduced various solutions during the pandemic to continue education progression. New technologies, the Internet, video lectures, virtual meeting and so many more now makes more accessible and affordable for many students.
By conducting this research, the researcher believe that correctly planned interactive teaching strategies, interactive teaching ideas, and interactive teaching games in distance learning can be highly convenient and effective for today's educational system. Where students receive assistance through distance classes and other forms of media innovation. It allows students to obtain education without having to physically attend a classroom. Where various types of innovation are utilized to improve distant learning. Innovative computer applications, internet use, and webcams are just a few of the cutting-edge technologies employed in distance learning.
By identifying the interactive teaching strategies used by SPED teachers during the pandemic.
The school and institution can purposefully distinguish the areas for improvement and attend to the needs of the students as a baseline for planning efforts and to continuously improve the quality of program. Any possible deficits in its program especially in the special education program in terms of performance, content, delivery, and relevance can be identified and corrected, especially with regard to the special education program. Moreover, this study would give insights to special education teachers on the teaching strategies that helped learners' academic performances. By employing the most useful interactive teaching strategies which in turn will achieve great learning outcomes. The researcher hope to develop a teaching guidelines for future reference of special education teachers in teaching best methods for distance learning. Special education teachers with the most competent skills would result in practicing these teaching strategies.
Statement of the Problem
The purpose of this study is to explore the lived experiences of special education teachers in distance learning during the pandemic.
The following guidelines and questions lead the purpose and assumptions of this study:
1) What are the different interactive teaching strategies for distance learning used by SPED teachers?
2) How do the SPED teachers deliver interactive teaching strategies for distance learning?
3) How do SPED teachers assess the performance of their learners in distance learning?
4) What is the implication based on the results of the study?
Limitation of the Study
This study focused on the interactive teaching strategies used by special education teachers in distance learning. The study was limited only to selected special education teachers who were teaching in private schools who offered special education programs in distance learning. These selected special education teachers have at least three (3) years in the teaching profession and
have a minimum 1 year teaching experience in distance learning. The data collection was limited to co-participants' perspective and lived experiences. This largely depends on the co- participants willingness to share their knowledge of experiences. Basically, as indicated by Ross (2019), research limitations deal with the issues that are sometimes beyond the control of researchers but influences the result of the research in some ways. Additionally, the generation of the data was limited to internet connectivity and availability time of co-participant. During the interview, there were issues with internet connectivity, which hampered the accessibility of the accompanying participants.
2. Methodology
The researcher decided to conduct a qualitative study since this type of study is particularly beneficial for identifying the meanings that people assign to their personal experiences.
According to Bhandari (2020), a qualitative research involves gathering and analyzing non- mathematical information either in text, video or sound recording to get data for your research.
This can be utilized to compile comprehensive thoughts that lead to fresh research concepts.
To achieve understanding, investigate the depth, richness, and complexity that the phenomenon naturally possesses for a comprehensive grasp of the research. Specifically, the case study qualitative approach served as the main methodology for this study to narrate the real-life experiences of co-participants.
It was designed to tell the story about the interactive teaching strategies used by SPED teachers in distance learning. Additionally it used to describe the best practices for interactive teaching strategies used by SPED teachers in distance learning. It could also help the SPED teachers convey their personal views regarding the situations of teaching during the pandemic. The qualitative research design is appropriate for data derived from in-depth interviews, and analyzed using narrative analysis.
Selection of Participants
The participants of this study were chosen using purposive sampling technique. The researcher chooses people of the population to participate in the study based on her own judgment. These selected co-participants were teaching in private schools at Las Piñas City, National Capital Region (NCR). One school was located in Mary Immaculate Parish Special School, while the other was located at Alphastar Educational Centre. The participant have at least three (3) years in the teaching profession and have a minimum of one (1) year teaching experience in distance learning. They narrated their interactive teaching experiences in distance learning. Therefore, the eight (8) co-participants were the primary sources of data that take part in the open-ended questions that were conveyed by the researcher.
Data Analysis
This study is a qualitative research study that used narrative analysis approach to analyze and evaluate the data gathered. This approach of collecting data simply narrated the stories of co- participants. Based on the stories from the co-participants the researcher formulated narrative and sub-narrative re-telling the common stories gather from co-participants of the study.
According to Gudmundsdottir (2018) narrative analysis is the study of how participant of the study experience the world, and narrative researcher collect these stories and write the common narrative of experiences.
This study employed narrative analysis to examine the live experiences of special education teachers in teaching distance learning. A narrative analysis will interpret a text in a particular
story. This technique produced the data in narrative form based on purpose and research questions of the study. This revealed the constructed story of co-participant of the study. First the researcher examined the data, identify key elements, organizing, and then researcher will interpret the co-participants construct story or narrative from their own personal experiences through narrative form. According to Castanuela (2017), in the process of asking a specific question of the narrative "texts" for a specific goal, the researcher analyzes the stories that individuals come up with using the narrative analysis method.
Interpreting stories that are told within the framework of research would be the aim of narrative analysis. It allowed the person who reads this study to capture the richness of data within the narrative or stories of participants including giving insight into feelings, and beliefs. This also aims to explore the lived experiences of co-participants of the study. The co-participants collection of narrative or stories shared the meaningful interpretations and outcome of the research. In narrative analysis, data analyzed based on the co-participants personal experiences from various viewpoints. They are deconstructed to uncover incredible topic in research study (Twomey, 2016).
3. Summary of Findings, Conclusions and Recommendations
Summary of Findings
The following presents the summary of the findings:
1) There were two (2) narratives emerged in this study, first narratives were the utilizing of distance learning platforms such as Quizziz, Kahoot!, Google Form, Google Jamboard, Zoom and Google Meet to deliver lessons and encourage students to participate in class. Second, narrative the interactive characteristics of an excellent distance learning teacher which emerge in four (4) sub-narratives the adaptability and flexibility, technical skills, model patience and communication skills. These two narratives describe the importance of teacher used of various online platforms and characteristics in teaching in order to address the unique and engaging educational demands of all children with special needs to keep learners engaged in distance learning.
2) There was one narrative that emerged the enhancement of higher order thinking. This narrative came up with various forms in delivering enhancement strategies in class to motivate students to put their knowledge into practice, analyze it, and evaluate it. These include maintaining student attention, giving positive reinforcement, collaboration between parents and teachers, and following the classroom rules intended to assist students in improving their critical thinking skills.
3) This emerged in one narrative namely the teachers’ evaluation on students' learning progress. In this narrative the teachers assess the performance of their learners in distance learning in three ways: first, by using various online assessment tools, second, by oral recitation, and third, by providing follow-up task. Specifically, on how special education teachers achieve excellent learning outcomes.
4) The researcher discovered ways to make teaching and learning more interactive and enjoyable by using the application of Quizizz. This is gamified platform that was created to keep students motivated and interested in distance learning. Through this educators can create a lessons and assessments in more interactive way in distance learning.
Conclusions
The following conclusions were drawn from the study's findings:
1) In conducting distance learning, the teacher must have utilized variety of online tools and education learning platforms to teach and encourage students to take part in class discussions. Additionally, the teachers must possessed interactive characteristic that creates a more interactive environment that encourages students’ active class participation.
2) In conducting distance learning, the teacher should use teaching strategies that enhance higher order thinking skills to ensure that students were capable of analyzing, evaluating, and creating their own knowledge.
3) The teachers should evaluate their students' learning progress in distance learning so that teachers can see how well they were doing and what areas and subjects they need to focus on further.
4) The researcher gave insight on how to make the interactive teaching in distance learning and found out that using Quizizz as a platform in teaching distance learning was beneficial, particularly in having interactive assessment and discussion.
Recommendations
The following recommendations are objectively necessary as a result of the study:
1) To encourage special education teachers when using interactive teaching strategies in distance learning, these teachers must keep up with the latest learning platforms by attending seminars and trainings.
2) When it comes to distance learning, the school must have a solid internet connection in order for the class to run smoothly.
3) The parents, teachers, and other family members must work together to help and support of children learning progress in distance learning. Considering distance learning is still a viable option for education, teachers, parents or guardians must continue to cooperate and support the children in these circumstances.
4) The researcher recommends that the institution or school administration encourage all teachers, including elementary and secondary, to undertake career development in order to bridge the gap and educate the students with new-age technologies platform.
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