An Exploratory Study on the Challenges Faced by Parents during Online Teaching to Students with Intellectual Disabilities

Abstract

The purpose of the study was to explore the challenges faced by parents during online teaching to students with intellectual disabilities on account of COVID-19 Pandemic. The objectives of the study included the exploration of behavioral, educational, technical, financial, and health-related problems faced by parents during online teaching. The phenomenological research methodology was used to explore the problem in depth with the help of parents through their lived experiences. The sample of 10 parents and 10 teachers was recruited using a purposive sampling technique. Data were analyzed by using thematic analysis after coding, generating themes for the interpretation of codes. The study revealed that the challenges during online teaching were lack of on-seat behavior of the child, No Eye Contact, distraction to other objects, and hyperactive and aggressive behavior. Teachers reported the problems they faced included difficulty in command following, frequent connectivity Issues, and the child remaining uncomfortable with the device. Major challenges parents face was the short attention span of children, difficulty concentrating on the screen activity, and clash in work-home routines. Future research studies must be conducted in the schools where the administrators are utilizing the online mode as a regular feature now.