General and Special Education Teachers’ Perspectives on Distance Teaching in Post-pandemic Taiwan

This study investigates the impact of the COVID-19 pandemic on the acceptance of distance education among teachers in Taiwan, as well as the attitudes and challenges faced by general and special education teachers in implementing online inclusive education. Adopting a comprehensive research design, 396 participants, including elementary school special education teachers, were surveyed. Questionnaire items based on the Technology Acceptance Model (TAM) were employed to measure perceived usefulness, perceived ease of use, and satisfaction. Structural Equation Modeling (SEM) was utilized for data analysis, revealing significant changes in teachers’ attitudes towards online learning. The study underscores the challenges educators encounter in adapting to distance education and emphasizes the necessity of providing ongoing support and training to enhance teachers’ professional skills in effectively managing online classrooms. Additionally, the study examines the challenges faced by general and special education teachers in implementing online inclusive education during and after the COVID-19 period. Results indicate that special education teachers encountered more challenges and exhibited lower acceptance of online inclusive education, highlighting the importance of providing targeted support and resources to ensure their effective response to the demands of online.