Phenomonological Study of the Experiences of Special Education Teachers Teaching Students with Autism Spectrum Disorders in Online Learning Environments during the COVID-19 Pandemic

Abstract

There are many different teaching technologies for neurotypical students, but students with autism spectrum disorders (ASD) may require online education media and Computer Based Interventions (CBIs) to thrive. For the purposes of this study CBIs are defined as a set of assistive interventions and technologies that are large and diverse based around technologic programs and relevant tools to support individuals with ASD. While designing CBIs, there must remain a core requirement of consideration for the way those with ASD learn and perceive things differently in order to enhance their learning. The evaluation of existing tools as well as the lived experiences of those that use them is also essential to systematically capture multiple aspects of online teaching as well as good design in order to effectively adapt to those needs.

Due to the COVID-19 Pandemic as well as the development and expansion of online teaching and learning, the need for adopted online CBI designs for individuals with ASD has brought to light a need to better accommodate the needs of children with disabilities. However, there is a lack of existing CBIs to address the needs of students with ASD in online learning environments. Therefore, the aim of this research is to investigate existing CBIs to find potential gaps and pitfalls with recommendations the researcher can possibly make at the conclusion of the study for additional designs which could help address essential learning needs. These begin by considering the challenges and experiences with CBIs as observed by instructors that help provide a clearer overview of circumstances reflecting needs for better and more germane designs.

This phenomenological study (Creswell, 2018; Astalin, 2013; Moustakas, 1995) will investigate the lived experiences of special education teachers who have been required to utilize CBIs to teach students with ASD in online environments in the midst of the COVID-19 Pandemic. Seven special education teachers will be interviewed to obtain shared themes through similar teaching experiences, and challenges as well as an understanding of both teacher and student needs as seen through their lens.

This study relies on the special education teacher’s constructive perceptions of the experiences of students with ASD with online learning CBIs as a core component, along with alterations to those tools they feel are needed to address and evaluate current approaches and effectiveness to learning used in online classroom settings.

Following are the four key contributions of this study:

1. A critical overview of existing CBIs available for teaching students with ASD and ways of evaluating them.

2. Evaluating experiences of special education teachers teaching students with ASD, especially in the utilization of CBIs.

3. Recommendations to be made regarding available CBIs beneficial to teaching students with ASD.

4. An in-depth discussion on special education teachers' assessments is used successfully to evaluate CBIs to address or minimize challenges with CBIs.