Abstract:

The aim of the study is to examine challenges in the teaching, learning and evaluation processes (TLE) of teachers and pre-service teachers for pupils with specific learning disorders, during distance learning in the COVID-19 pandemic. These insights will form the basis for developing principles for up-to-date preservice teacher education practices.

The COVID-19 pandemic led to a challenging teaching experience and forced the education system to make a quick transition to distance learning. This change has been particularly complex for Special Education teachers (SE), and all the more so for SE pre-service teachers (SEPST) (Smith, 2020). One of the most prevalent SE populations, is that of pupils with specific learning disorders (SLD). These pupils' TLE processes require adjustments based on their characteristics and academic, cognitive, social, and emotional diversity (Hitchcock et al, 2002). Implementation of these adjustments in distance teaching is quite complex for both teachers and SEPST, partly owing to the features of distance learning and difficulties underlying pupils' disorders (Domenici, 2020).
A phenomenological qualitative research method was employed in the current study. 28 SE teachers and 50 SEPST for pupils with SLD participated in this study. The research tool was a semi-structured interview that included nine orderly questions. The SEPST interviewed their training teachers and one another. Thematic Etic and Emic analysis of the interviews was performed by the researchers.

Analysis of the interviews yielded three main themes:
A. Challenges related to providing accommodations according to disorder characteristics – SE Teachers and SEPST expressed difficulties developing TLE processes adapted to the characteristics and diversity of pupils. They argued that these difficulties were expressed in three key aspects: academic, emotional, and social.
B. Parental involvement challenges - SE Teachers and SEPST addressed the complexity of relationship with parents both emotionally and in terms of academic and technical support. Difficulties were particularly expressed among teachers, who reported difficulty communicating with parents whose level of involvement was low. SEPST also presented insights into the importance of the parents' role in the distance learning process.
C. Support system challenges - Two support systems could be discerned: a professional learning community and training agents. SE Teachers and SEPST noted that in the beginning, they experienced difficulty, frustration, and apprehension in dealing with the TLE processes. They felt a need for a professional and regulated support system, at all levels: technical-operational, the pedagogical (content and adapted teaching practices) and emotional.

The current study contributes to the gap in knowledge regarding TLE processes from the perspectives of both SE teachers for pupils with SLD and SEPST working with these pupils in the course of distance teaching during the COVID-19 pandemic. This knowledge can lead to developments of up-to-date training practices for SEPST, which may have implications for optimal training for distance teaching. Such practices can support both training in times of crisis such as the COVID-19 pandemic, as well as routine training, as part of the training practices required in the 21st century.

Keywords:

Distance Teaching Learning and Evaluation, Covid 19, Specific Learning Disorders, Special Education pre-service teachers, Special Education teachers.