Education during a Pandemic through the Eyes of Support Teachers and Parents of Autism Spectrum Children

Abstract

The article deals with the issue of distance learning on children with autism spectrum disorder during the COVID-19 pandemic. Although in-person teaching is currently being implemented, the issue is still relevant, as it is still possible that schools could close again, not only due to the pandemic threat. As of the 2022/2023 school year, a legal regulation came into force that broadened the catalogue of causes for the transition of educational establishments to a distance learning mode. In addition, there is little research in this area, especially concerning the organisation of distance learning and the education of students with autism spectrum disorder in mainstream primary schools. There is therefore a need for research reports to present the matter from different perspectives and thus contribute to the development of various types of solutions to enrich the process of remote learning for this group of students, or even to propose an alternative solution for their education. The article present the results of research conducted with the use of an interview technique among teachers of primary schools co-organizing the educational process and parents of children with the autism spectrum living in the Mazowieckie Voivodeship (Poland). Scientific inquiries concerned the positions of both research groups with regard to the organization and course of education of autism spectrum children in conditions imposed by the pandemic. Due to the characteristics of the functioning of people on the autism spectrum, the thesis was adopted that this is a group that may require special support during remote education. As in remote education, next to the student, teachers and parents play a leading role, which is why the research was carried out in these two groups. The results of the research confirmed that educating students with autism in this form does not bring the expected results and even causes negative emotions not only in students, but also in their parents and teachers. The analysis of the statements of both research groups shows that it is necessary to introduce new solutions in the field of educating students with autism, useful in crisis situations.