Special education teacher’s need of alternative teaching materials for distance learning for students with special needs

Abstract

Teachers play an essential role in developing material for distance learning for students with special needs, fulfilling the practical principle, flexibility, the ability to accommodate the learning requirements, and the ability to ease students to understand the material through independent learning. However, many obstacles still hinder teachers in the execution. Through a survey of 115 special education teachers in the Special Region of Yogyakarta, this study is aimed at describing teachers' needs in developing distance learning material from the aspect of physical forms, teaching material delivery, and obstacles faced by teachers. The data were obtained through an open questionnaire and analyzed with a descriptive quantitative approach. In addition, the data were presented with presentations, figures, and narrative interpretations. The result shows that 87% of teachers require learning material in the form of a module, and 93.81% of teachers require teaching material content about understanding the concept of daily activities for students' independence. Teaching materials in the form of practical activities delivered with colored pictures are required by 16.28% of teachers. 23.33% of teachers are faced with obstacles to accommodating the diversity of students' characteristic conditions and learning needs. In conclusion, distance learning management and teaching material development to ease students with special needs in learning is an urgent matter in special education services. In addition, it requires preparation through teacher competency improvement.