Teaching during the COVID-19 Pandemic

Teaching during the COVID-19 Pandemic
Abstract
The Covid-19 epidemic began on March 11, 2020, in Wuhan, China, and has significantly impacted our lives while posing a threat to the educational system. As a result, a vast number of courses have shifted from their traditional in-person atmosphere to one that is online. In such environments, deaf persons, including adults, children, and their families, suffer a considerable danger of social marginalisation. Consequently, children's language, social, and cognitive capacities are endangered, and parents of deaf children cannot obtain early help and guidance (Ebrahim, 2020). Teachers of American Sign Language (ASL) want every student to be able to sign on remotely and find a place to stay, which is challenging owing to a lack of resources. When the next pandemic occurs, the education system should guarantee that teachers and students can study since this will assist in school planning and ensure that nothing goes wrong.
Introduction
The Covid-19 outbreak started on March 11, 2020, in Wuhan, China, and drastically affected our lives while also presenting a danger to the educational system. Consequently, a large number of courses have undergone a shift from their conventional in-person environment to one that is entirely online. Every single class in every single school was mandated to be delivered online. Participants do not need to speak continuously for most of the learning and teaching that occurs in online studies (Daniel,2020, p. 93). The epidemic's impact on deaf individuals was underlined for persons who use American Sign Language since they were obliged to wear masks, which was difficult because they could not read lips while wearing a mask. The American Sign Language teachers have had a tough time working with their students over zoom due to a lack of communication and limited visuals. This essay seeks to address the world to make the best use of teaching tools and remote online training to adapt to the curriculum.
Research Questions
1 What are the impacts of teaching during the pandemic, and how does it affect the learning of A.S.L.?
2 What was the best method that helped to ease the issues that arose in teaching during the pandemic?
3 What changes did the teachers have to follow to accommodate the changes from the pandemic?
4 What has the teacher learned from the experience to prepare for future pandemics?
Literature Review
Residents have also expressed concerns in many areas of the globe about the proliferation of COVID-19, including those involved in the educational process (such as children, teachers, and parents). Other factors that may have influenced parents' concerns about their children's education include a lack of access to technology and the Internet, a lack of appropriate technology formats for children with special educational needs, and economic hardships. Teachers were concerned about the lack of opportunity to undertake online or remote learning because of their lack of technical skills, access to technology, and isolation at home. Preventive efforts against the spread of COVID-19 have prompted such worries, particularly in nations where instructors' use of technology was previously considered to be exceptionally low. Stress and fear among instructors have also been cited due to the growing expectations for online instruction in many countries.
When it comes to distance education, the quality and amount of technology usage are deemed to differ widely, even though it has already been a component of many educational institutions worldwide. Before the school closing time due to the COVID-19 pandemic occurs, this level will be determined by several aspects relating to the numerous parties engaged in implementing this learning format and integrating technology into educational institutions. Many global research studies have been devoted to determining the characteristics that make technology integration effective in the classroom. When students move their education from a traditional classroom to an online or distance learning environment, the same features are thought to influence the amount of technology they use and the quality of the education they get online or remotely. It is suggested that to achieve positive outcomes for the integration of teaching technology, it is necessary to understand the types of exchanges between teachers and students and technology, according to the findings of studies conducted so far, through which it was intended to identify the factors influencing the ability of educational systems to integrate technology.
Face masks make it difficult to communicate verbally. According to the World Health Organization, 466 million individuals worldwide have a hearing impairment that makes it difficult for them to interact with others. Thirty-four million of these children cannot learn a common language with their family, friends, or classmates because of their deafness during the crucial phases of early development. Deaf people, including adults, children, and their families, face a significant risk of social exclusion in such settings (McArthur, 2020). As a result, the development of children's linguistic, social, and cognitive abilities is jeopardised, and the parents of deaf children cannot receive early support and guidance.
This is often exacerbated by a lack of specialists, education, and health care access. Children's language, communication, learning, and psychological well-being may suffer due to these problems. Language and literacy delays remain throughout adulthood, affecting one's ability to learn about the world, one's ability to be self-sufficient, and one's mental health (Pokhrel & Chhetri, n.d.). Discrimination against the deaf is increased in societies where people with hearing loss are stigmatised or whose perceptions of the experience of hearing loss are incomplete.
Due to the constant effort to access the internet remotely, teachers and students report feeling exhausted and anxious at the end of the school day. Pupils have reported feeling tired as a result of Zoom, according to Gournaris (2022). Getting up and moving about at least once every half hour is the most efficient way to help ease problems. Our eyes tend to get tired, making the world seem hazy (Pepe et al., 2021). Teachers and students spend most of the day looking at each other since they are often distracted by things like events, cellphones, social media, and email while they glance at their displays. Teachers and students spend most of the day gazing at one other since individuals are frequently distracted by things happening around them while they gaze at their devices. This is why professors and students stare at each other most of the day.
Because there are so many students, it's difficult for an ASL instructor to capture them all with a signer on the Zoom remote. Some children, for example, waved at deaf instructors while she spoke, but she didn't see them, which isn't nice. According to one of the instructors, "One kid brought up the matter of technological adaptations, as well as the more general knowledge that other students are trying their best given the restrictions of their learning environment and capacity to engage, as previously indicated (Duraku & Hoxha, 2020)." Access to the internet was a significant barrier for all my children, and I had no option but to accept and let go in certain situations.
If a child has a handicap and attends a school, they are required by law to seek treatment for their condition. To adjust to the changes brought about by the pandemic, the teacher must cooperate. Many students with impairments were determined to be unable to get the modifications they needed in their...