Distance Learning and Training: Challenges and Opportunities

Distance learning is not a new concept in education, as in recent years many institutes and universities have begun offering online coursework that has gained great popularity due to its lower cost compared to physical attendance on campus. This is in addition to the ease of accessing information at any time and from anywhere (without being tied to a specific schedule or timeframe), which promotes easier engagement and continuity in education.

However, this was often limited to youth and adults who possess independent learning skills, the ability to employ higher executive functions in self-directed learning, and sufficient knowledge of how to use technology in learning.

At present, amid the coronavirus pandemic that has swept the world, many taken-for-granted practices in rehabilitation and education have become impossible, and many things once considered objectionable or difficult have become the new normal that teachers, families, and caregivers must accept, train on, and strive to face and overcome the challenges that come with them.

Myths and facts regarding distance education and training for individuals with disabilities

Myth:

Children with developmental disorders such as autism spectrum disorder/ADHD do not benefit from remote training/educational sessions.

Fact:

Children with developmental disorders such as autism spectrum disorder/ADHD do benefit from remote rehabilitation and training sessions, provided the child's cognitive needs and language skills are considered in how the session is delivered, such as:

- Parents knowing the basics of internet connectivity and how to navigate the e-learning platform, whichever it may be

- Sharing educational materials with the family 48 hours in advance so they have time to review them

- Parents preparing the child for sessions by explaining their new routine and using aids: such as visual schedules and alarms to set class start times and capture attention

- Providing an electronic device that supports video calling with a high-speed internet connection of 50 Mbps to ensure session quality

- Disabling notifications from other apps so the child is not distracted by alerts or gaming applications

- Choosing a designated area in the home that is well-lit, quiet, and away from noise and movement, set up specifically for the child (whether on the floor or at a desk and chair), with the clear understanding that this is their workspace where we come to work and train, not to play.

- Scheduling several break periods during training: each lasting between 2 to 5 minutes, during which the child does a physical exercise to recharge and stimulate attention, dances to a specific song while performing movements in rhythm with it, visits the restroom, or has a light snack.

- Having a caregiver present with the child to assist them in engaging with the activity and following through with steps alongside the specialist/teacher.

- Providing a variety of reinforcers the child enjoys to reward them during and after learning, encouraging them to participate and stay engaged—preferably avoiding foods containing artificial ingredients and sugars

- Incorporating vocabulary and concepts introduced during lessons and sessions into everyday home routines so they are repeated across varied contexts, making it easier for the child to retain, recall, and subsequently use them correctly in their speech

Myth:

A non-verbal/minimally verbal child does not benefit from sessions or lessons provided remotely

Fact:

A non-verbal/minimally verbal child benefits from sessions or lessons provided remotely if their abilities are taken into account and accommodated during training in several ways:

- Providing the child with an augmentative and alternative communication (AAC) method, whether low-tech: such as pictures, cards, and visual schedules, or high-tech: such as AAC apps on smartphones and tablets

- When lessons and goals are shared with caregivers/parents, it is preferable to review the target words and concepts before the school week begins and prepare a communication board with a vocabulary set that gives the child multiple opportunities to participate in activities and achieve the goals

- Having the communication partner present with the child during the session to facilitate their engagement and assist them whenever they need support or cues to select the appropriate word or sentence to communicate

Myth:

Distance education/training is ineffective, and a child with a disability does not benefit from it the way they do from in-person sessions/lessons in centres and schools

Fact:

Distance education/training is effective, and a child with a disability benefits from it just as they do from in-person sessions/lessons in centres and schools if implemented correctly, taking individual differences into account, and empowering parents through training and follow-up by applying specific practices during lesson/session delivery:

- Remote sessions/lessons contribute to the development and maintenance of the child's skills rather than their regression and loss

- The specialist/teacher must explain to parents what the lessons entail and what is expected of them before starting, helping them prepare the child and set up visual aids/reinforcers

- The specialist/teacher must be proficient in managing the digital platform to maintain classroom control and ensure student engagement

- Having a support person in the virtual classroom to mute other children's microphones while the teacher is explaining, so as not to distract their peers

- The specialist/teacher speaking in simple, accessible language using active-voice sentences no longer than 4–5 words, pausing for 10 seconds of silence between sentences to maintain attention and prevent overlapping audio on the video call, repeating concepts and sentences multiple times during the lesson to help the child retain and recall them, and being mindful of the instructional language used; addressing questions or prompts to children by name rather than asking the group as a whole so that they do not speak all at once, creating overlapping audio and unintelligible speech. For example, the teacher should not ask: "Who brushed their teeth yesterday?", but rather direct the question: "Did you brush your teeth yesterday, Mohammed?", and once he answers, move on to the next student, and so forth.

- Allowing the caregiver/parent to assist the child with answering and encourage them to interact with peers to boost participation and foster a sense of involvement

- Guiding the caregiver/parent on how to hide other children's camera feeds and focus solely on the teacher/specialist if the child gets distracted by looking at them instead of following what the teacher is saying

- It is recommended to have active communication groups on WhatsApp or Telegram connecting parents with the teacher to exchange tips and experiences on preparing for lessons and implementing skills and assignments, enabling families to support one another, share their successes and frustrations, and help teachers/specialists bridge gaps between expectations and reality in a collaborative effort

- The educational/training process must be evaluated at the end of each week by the specialist/teacher and caregiver to identify strengths and weaknesses and explore potential modifications or additions to the training programme for optimal benefit

A message to parents, specialists, and teachers from a practitioner who lived through the same experience (founding member and supervisor at Nomowcom Camp / July 2020)

- Distance training comes with many challenges, but they are rewarding and enriching for service providers and families alike, fostering innovation, cognitive flexibility, and creative problem-solving

- Distance training is enjoyable because it helps caregivers and children explore creative ways to learn and practise

- Distance training has boosted many parents' confidence in themselves and in the quality of their home-based training, as they now attend sessions, observe training techniques, and apply them at home

- Distance training has helped some children with communication difficulties acquire certain skills faster than usual by watching live video feeds of their peers performing these skills (providing indirect modelling)

- Distance training brought parents closer to the classroom and centre environment, making access to and consultation with the teacher/trainer faster than before

- Children with various developmental disorders learn better and faster when taught in the home environment, as it is the natural setting in which they live

- Distance learning brought families closer together and fostered support groups that help and uplift one another through sharing experiences and resources

- Distance learning helped bring parents closer to their children through carrying out activities together, playing, and enjoying achieving goals side by side

- Distance learning encouraged siblings in some families to take part in supporting their brothers and sisters with disabilities, helping them complete activities and practise exercises

- Distance learning fostered a sense of responsibility in some children, positively impacting their classroom behaviour and discipline during activities

- Some children responded to remote training/education quickly while others progressed more slowly; this is natural given the differences across disorders, their severity, and individual differences among children. It is therefore vital that parents do not spend their time comparing their child's level to that of their peers, which only leads to frustration and despair. On the contrary, we should compare the child's current level to where they started, noticing their skill progression to determine the appropriate next step and how best to support them toward greater success

- Children may have days when they are in a bad mood, angry, or sad for no apparent reason; this is expected due to routine changes and self-regulation challenges in children, particularly those with disabilities. We therefore advise the caregiver/parent to attend the lesson or training if possible to understand what is required, or look for an alternative time to make up the lesson, and there may be recorded explanations available for reference.

- If time passes without noticing any progress toward the goals, even a minor one such as: "increasing their attention span during a drawing activity from 5 to 10 seconds across 3 consecutive sessions," one must ask why, and re-evaluate the goal, the rehabilitation/educational approach used, and the child's learning environment

Wishing you and your loved ones a happy and successful school year; may God grant us all success, guidance, and an abundance of knowledge.

References:

- Personal experience as a speech-language pathologist, co-founder, and supervisor at Nomow.com Camp — the first virtual summer camp for children with disabilities in the Middle East

.https://childrensupportsolutions.com/services/onli...

.https://parents-together.org/the-benefits-of-tele-...

American Speech and Hearing Association (ASHA)

Originally published in Arabic. This English version was produced with AI-assisted translation; the Arabic original remains the reference.