Teachers in Indonesia faced significant challenges in delivering distance learning to children with autism spectrum disorder during the Covid pandemic, a recent study has found. The research highlighted a range of difficulties encountered by educators, from technological barriers to the complexities of engaging children in an online environment. The findings were published in the International Journal of Developmental Disabilities.
The study, which examined the experiences of six teachers from state special schools for autistic children, revealed that the shift from in-person to online learning was particularly difficult for this group of students. Teachers reported that their traditional methods of instruction, which heavily relied on hands-on interaction and personalised support, were not easily translated to an online setting. Many struggled to maintain engagement and facilitate learning without the ability to physically demonstrate activities or immediately respond to students’ needs.
A major issue identified in the study was the reliance on parents to support learning at home. Many parents had limited time to assist due to work commitments, making it difficult for children to complete assignments or fully participate in virtual lessons. Some teachers expressed frustration over slow parental responses to lesson materials shared through digital platforms. This lack of direct teacher-student interaction resulted in delays in feedback and challenges in monitoring progress.
Another obstacle was internet accessibility. While some teachers were able to access stable connections, others had to rely on weak or inconsistent internet services, sometimes resorting to working in public places with free Wi-Fi to prepare their lessons. Parents and students faced similar struggles, with unreliable internet and a lack of suitable devices further complicating online learning.
Despite these challenges, teachers adopted various strategies to support their students. Some adapted their teaching methods by slowing down lesson delivery, breaking information into smaller fragments, and using repetitive reinforcement techniques. Others encouraged social support networks among teachers and parents to share resources and offer emotional encouragement. Religious faith was also identified as a coping mechanism, with some teachers drawing on prayer to maintain resilience during the difficult period.
The study underscored the emotional toll that distance learning had on teachers. Many missed the direct interactions with their students and struggled with feelings of isolation. The shift to online teaching not only required new instructional methods but also demanded increased patience and creativity to address the unique needs of children with autism.
To improve future distance learning experiences, the study recommended increased government and institutional support for teachers. Providing better access to training programmes, technological resources, and mental health support was seen as a key factor in helping educators navigate remote teaching more effectively. Enhancing communication between schools and parents was also deemed essential to ensure students with autism receive the support they need at home.
As schools continue to integrate digital learning tools, the experiences of teachers during the pandemic serve as a valuable lesson in understanding the complexities of remote education for children with special needs. Ensuring that both teachers and parents receive adequate support will be critical in making distance learning a more viable option in the future.
