Special Education School Administrators’ Experiences Regarding Distance and Hybrid Education

Abstract

This study aims to investigate the experiences of administrators working at special education schools about distance and hybrid education during the coronavirus (COVID-19). Employing the phenomenology design, this study was conducted with participants determined through criterion sampling, one of the purposive sampling methods. The participants consist of 15 school administrators working in special education schools in Turkey. Data have been collected through semi-structured interviews, one of the qualitative data collection techniques. The results have indicated that coordination in special education schools is achieved through face-to-face communication among school administrators whilst it is established via digital platforms between teachers and students. It has also been determined that special education school administrators, teachers, and parents have various needs such as technological tools and internet support during the COVID-19 process. In addition, the results have revealed that the COVID-19 process has some benefits for school administrators such as affordability, experience in crisis management, opportunities to get to know the parents closely and to organize parent training programs, and effective participation of parents in their children's education. The study has concluded that distance education practices are not efficient in special education.