Teachers’ Experiences of Keeping Special Education Students Informed of the COVID-19 Pandemic: A Qualitative Study

Abstract

In times of such public health crisis as the COVID-19, staying well-informed can not only help people get prepared and make wise decisions, but also relieve anxiety. Students with disabilities, however, face great difficulty in keeping up-to-date on the pandemic. Using a qualitative research method, this study explored the experiences and perceived difficulties of special education teachers in trying to keep their students informed amid the COVID-19 pandemic. Semistructured focus group interviews were conducted with a total of 24 teachers from seven special education schools in China. The results showed that teachers adopted various measures to improve students’ information access, such as holding weekly class meetings, making use of posters and LED displays, working with families and collaborating with local health institutions. Despite these efforts, teachers reported facing multiple challenges and much remains to be desired. This research highlights the need for a holistic approach to providing information for students with disabilities, one that is tailored to their special needs and that involves other players in addition to teachers.