ABSTRACT

Over the first few months of 2020, the schooling sector shifted to distance education as governments moved to bring the virus, COVID-19, under control. Education sectors rapidly developed online environments. In this milieu teachers have made swift changes to accommodate their students’ diverse range of learning needs. In this article, we draw on a qualitative study in Australia to identify key challenges and approaches for fostering school connectedness when students with special educational needs are suddenly required to be educated at distance. A heuristic to define school connectedness is supported that involves connecting with supportive adults; a sense of belonging; positive peer relationships; engagement with learning, and the experience of a positive online climate. Findings from this case study signal that, despite the efforts of educators, students who have special educational needs can slip between the cracks and are at great risk of losing connection both academically and emotionally. There were challenges with students who did not engage in online learning at all. Although practitioners in the study worked with parents to provide the structures for curricula to be addressed, teachers working at distance could enhance school connectedness through fostering teacher and student, and student and student relationships.

抽象的

在2020年前几个月，随着政府采取行动控制病毒COVID-19，学校教育部门开始转向远程教育。教育部门迅速发展了在线环境。在这种环境下，教师进行了迅速的调整，以适应学生多样化的学习需求。在本文中，我们将在澳大利亚进行定性研究，以确定当突然需要远距离教育有特殊教育需求的学生时，促进学校联系的主要挑战和方法。支持定义学校联系的启发式方法，其中包括与支持成年人的联系；归属感; 积极的同伴关系；积极参与学习，并体验积极的在线氛围。此案例研究的结果表明，尽管有教育工作者的努力，但有特殊教育需要的学生仍会在裂缝之间穿梭，并极有可能在学术和情感上失去联系。根本不参与在线学习的学生面临挑战。尽管研究中的从业人员与父母一起为课程设置提供了结构，但远距离工作的教师可以通过促进师生之间以及学生与学生之间的关系来增强学校的联系性。