The COVID-19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators’ teaching experiences and their perceptions about the impact of COVID-19 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID-19 outbreak. In addition, there was a difference in educators’ experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID-19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs.

中文翻译：

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COVID-19 爆发期间教育工作者在特殊教育机构的经历

COVID-19 疫情对全球教育产生了深远影响。由于教育机构关闭，对特殊教育的影响可能会更加不利，因为特殊教育人群在疫情爆发后变得更加脆弱。在本研究的范围内，一项研究人员创建的调查用于检查教育工作者的教学经验以及他们对 COVID-19 爆发对特殊教育学生的影响的看法。样本包括在土耳其特殊教育和康复中心 (SERC) 工作的 215 名教育工作者。结果表明，在 COVID-19 爆发期间，绝大多数 SERC 无法继续接受教育。此外，教育工作者的经验因他们的教育实践（正常的每周计划，时间减少，大部分教育活动暂停，所有教育活动暂停）。发现自闭症谱系障碍、智力障碍、注意力缺陷和多动障碍、视力障碍、听力障碍、特定学习障碍和有天赋的学生对特殊教育学生的 COVID-19 爆发影响的感知水平显着更高。结论强调了对有特殊需要的学生进行全球合作、备灾和管理的必要性。注意缺陷和多动障碍、视力障碍、听力障碍、特定学习障碍和天才学生分别。结论强调了对有特殊需要的学生进行全球合作、备灾和管理的必要性。注意缺陷和多动障碍、视力障碍、听力障碍、特定学习障碍和天才学生分别。结论强调了对有特殊需要的学生进行全球合作、备灾和管理的必要性。