Teaching Practices for the Inclusion of Students with Intellectual Disabilities in Argentina during Times of COVID-19

The objective of the study was to investigate whether the teaching practices developed in times of compulsory preventive social isolation in Argentina favor the inclusion, learning and autonomy of students with intellectual disabilities, in the opinion of their professionals supporting inclusion and of their families. An exploratory-descriptive design was carried out, with an intentional sampling. A semi-structured questionnaire was applied to 75 inclusion support professionals and 40 families of children and adolescents with intellectual disabilities included in common schools of state and private management, in Córdoba (mainly) and other Argentine provinces. As a result, the State has not been able to guarantee access of its students with intellectual disabilities, under equal conditions, to emergency remote teaching not only for not ensuring the necessary technology and connectivity. The teaching task focused on homogeneous planning, leaving the curricular adaptations to the external support professionals, direct attention to the student with disabilities, and counseling for families. The teacher"s relationship with the student with intellectual disability shows poor communication, listening and a positive relationship. Consequently, many students have not reached the proposed learning objectives nor the expected autonomy. © 2021 University of Salamanca. All rights reserved.

TEACHING FROM WITHIN: TEACHER'S NARRATIVES IN ANDALUCIA (SPAIN)

This research studies the narratives of a group of Andalusian teachers regarding their experience of remote teaching in a context of confinement, a product of the quarantines generated by the COVID-19 pandemic. The world is going through an unprecedented time in history, which means rethinking the purpose of the school. The method was qualitatively focused from a hermeneutic perspective with descriptive-dense scopes. Semi-structured interviews were applied to 10 primary school teachers in Andalusia, Spain. The open and axial coding allowed to reduce the data with the program Atlas Ti, whose results allow to conclude the intense teaching work that the teachers lived at the height of the first wave of the pandemic, generating anxiety, tiredness and teacher's discomfort. The findings indicate that teaching in times of pandemic is an extraordinary personal and professional challenge for teachers, constituting a milestone that will not be forgotten in their professional career and whole life.

IMPACTS FROM COVID-19 PANDEMIC IN ENGLISH LANGUAGE CLASSROOM

This text aims to present the results of a survey that investigated how English classes were taught and how teachers reacted to emergency remote classes caused by the Covid-19 pandemic in the first half of 2020. A questionnaire with eleven discursive questions was made available via Google Forms for English teachers in June 2020. Twenty-four teachers working in language institutes, public and private schools of regular education in basic education answered the questions. The results show that remote teaching by means of digital platform caused difficulties and concerns regarding the teaching-learning process as a whole. On the other hand, teachers claim that this new format can advance in the promotion of digital literacy, however face-to-face classes must be maintained.