Research On The Adaptation To Online Teaching Of Teachers In Special Schools For Intellectual Disability In The Background Of The Epidemic

In the background of the epidemic,online teaching,as an emergency teaching mode in special condition,has become an important way to ensure the progress of primary and secondary school education and has brought many opportunities and challenges to the development and reform of special education.As a key player in promoting the deep integration of information technology and education,teachers’ adaptation to online teaching largely determines the effectiveness of online teaching,and is an important guarantee for the successful implementation of online teaching.This study focuses on the adaptation to online teaching teachers in special schools for intellectual disability,delves into the adaptation status and process of teachers’ online teaching,explores problems that exist in online teaching of special schools for intellectual disability.It provides targeted and actionable suggestions to improve the effectiveness of online teaching in special schools for intellectual disability and promote the professional development of teachers.This study consists of two main parts: a questionnaire survey and an interview study.In the questionnaire section,282 teachers from special schools for intellectual disability were surveyed through self-administered questionnaires on psychological,competent,environmental and behavioral dimensions to understand the adaptation status,adaptation process and factors influencing to online teaching of teachers.In the interview section,semi-structured interviews were conducted with 10 special schools for intellectual disability teachers who had participated in online teaching to explore the factors that influenced their adaptation to online teaching,to understand the process of their adaptation to online teaching,and to analyze the difficulties they encountered during the process of adapting.The results show:(1)At the end of the online teaching,the overall adaptation status to online teaching of teachers in special schools for intellectual disability was good,some variation in adaptation status across dimensions.(2)Most of the teachers in special schools for intellectual disability showed a gradual increase in their adaptation process to online teaching,which is known as the J-type adaptation,while individual teachers maintained a horizontal line change in their adaptation process to online teaching,which is known as the horizontal line adaptation type.(3)Teachers in special schools for intellectual disability have difficulties in psychological adaptation,competent adaptation,behavioral adaptation and environmental adaptation,mainly in the areas of teaching preparation,teaching implementation,and teaching environment.(4)The online teaching adaptation of teachers in special schools for intellectual disability was influenced by both internal and external factors,with internal factors mainly reflected teachers’ background,psychological and competent factors,and external factors mainly reflected in school policies and management,hardware and software facilities,online teaching training,workload,student obstacles,interpersonal relationships and so on.Based on the research results,this study provides suggestions for improving the online teaching adaptation of teachers in special schools for intellectual disability from three levels,including teachers,schools and education authorities.