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The Qualitative Report The Qualitative Report
Volume 27 Number 2 Article 16
2-27-2022
Online Learning for Children with Disabilities During the COVID-19: Online Learning for Children with Disabilities During the COVID-19:
Investigating Parents' Perceptions Investigating Parents' Perceptions
Hasanuddin Jumareng
Universitas Halu Oleo
, hasanuddinjumareng@uho.ac.id
Edi Setiawan
Universitas Suryakancana
, edisetiawanmpd@gmail.com
Asmuddin Asmuddin
Universitas Halu Oleo
, asmuddin@uho.ac.id
Adi Rahadian
Universitas Suryakancana
, adira@unsur.ac.id
Novri Gazali
Universitas Islam Riau
, novri.gazali@edu.uir.ac.id
See next page for additional authors
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Education Commons, Online and Distance Education Commons, Quantitative, Qualitative, Comparative,
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Recommended APA Citation Recommended APA Citation
Jumareng, H., Setiawan, E., Asmuddin, A., Rahadian, A., Gazali, N., & Badaruddin, B. (2022). Online
Learning for Children with Disabilities During the COVID-19: Investigating Parents' Perceptions.
The
Qualitative Report
,
27
(2), 591-604. https://doi.org/10.46743/2160-3715/2022.4926
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Online Learning for Children with Disabilities During the COVID-19: Investigating Online Learning for Children with Disabilities During the COVID-19: Investigating
Parents' Perceptions Parents' Perceptions
Abstract Abstract
This research aims to investigate perceptions from parents who have children with disabilities about
online physical education classes during COVID-19. The characteristic of this research was qualitative
through interviews towards 36 parents of children with disabilities from 2 provinces in Indonesia that
prepared to participate in this research. Data analysis by using thematic analysis of qualitative data,
including: (a) Interviews. (b) The transcribed interviews was read repeatedly by the author. (c) Given
labeled. (d) Data were sorted based on categorization, coding, and highlighting. (e) A collection of similar
phrases. (f) Examining. (g) Arranging the data. (h). Share themes. The study results found three main
themes, namely: instructional of models learning, technical and motivational obstacles to online learning,
and the advantage of online learning. In general, according to parents’ perception, the success of online
physical education learning during COVID-19 is determined by the participation and support from all
parties including central and local governments, teachers, and parents. This study contributes to recent
literature concerning physical education learning through online during COVID-19.
Keywords Keywords
children with disabilities, parents’ perceptions, online learning, qualitative method
Creative Commons License Creative Commons License
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License.
Authors Authors
Hasanuddin Jumareng, Edi Setiawan, Asmuddin Asmuddin, Adi Rahadian, Novri Gazali, and Badaruddin
Badaruddin
This article is available in The Qualitative Report: https://nsuworks.nova.edu/tqr/vol27/iss2/16
The Qualitative Report 2022 Volume 27, Number 2, 591-604
https://doi.org/10.46743/2160-3715/2022.4926
Online Learning for Children with Disabilities During the
COVID-19: Investigating Parents' Perceptions
Hasanuddin Jumareng1, Edi Setiawan2, Asmuddin1, Adi Rahadian2,
Novri Gazali3, and Badaruddin1
1Universitas Halu Oleo, Indonesia
2Universitas Suryakancana, Indonesia
3Universitas Islam Riau, Indonesia
This research aims to investigate perceptions from parents who have children
with disabilities about online physical education classes during COVID-19. The
characteristic of this research was qualitative through interviews towards 36
parents of children with disabilities from 2 provinces in Indonesia that prepared
to participate in this research. Data analysis by using thematic analysis of
qualitative data, including: (a) Interviews. (b) The transcribed interviews was
read repeatedly by the author. (c) Given labeled. (d) Data were sorted based on
categorization, coding, and highlighting. (e) A collection of similar phrases. (f)
Examining. (g) Arranging the data. (h). Share themes. The study results found
three main themes, namely: instructional of models learning, technical and
motivational obstacles to online learning, and the advantage of online learning.
In general, according to parents’ perception, the success of online physical
education learning during COVID-19 is determined by the participation and
support from all parties including central and local governments, teachers, and
parents. This study contributes to recent literature concerning physical
education learning through online during COVID-19.
Keywords: children with disabilities, parents’ perceptions, online learning,
qualitative method
Introduction
In 2020 the epidemic of COVID-19 has attacked all countries (Pokhrel & Chhetri,
2021), such as America, Brazil, India, Russia, Italy, Japan, Korea, France, Argentina, Spain,
New Zealand, Thailand, Iran, including Indonesia. In addition, COVID-19 has impacted to all
sectors, such as the economy, offices, industry, shops (Osman, 2020), sports competitions
(Hammami et al., 2020), and the educational process in each level from elementary school to
university could not be conducted normally (Carrillo & Flores, 2020), and it even had to be
stopped temporarily in some instances (Kalloo et al., 2020; Kim, 2020b; Moorhouse, 2020).
Data from the United Nations Educational, Scientific and Cultural Organization reports that
67.7% of schools have changed the system from face to face to online system (Rasmitadila et
al., 2020), due to the pandemic impact. In fact, the government in some countries requires their
citizen to stay at home (Djalante et al., 2020), and school from home (Bubb & Jones, 2020), it
is expected that by applying this requirement, the transmission of COVID-19 could be
prevented
In 2021 the Indonesian government was still implementing the online physical
education learning for high school, junior high school and elementary school which are
intended for children with disabilities. Online learning means that learning by using
592 The Qualitative Report 2022
technology, such as a computer, laptop or smartphone connected to an adequate internet
network (Kim, 2020a; Ogbonna et al., 2019; Rasmitadila et al., 2020). Through physical
education learning based online, teachers can provide learning materials to the children with
special needs virtually by using certain platforms, for example, Zoom Meeting, WebEx,
Google Meet, or WhatsApp (Liu et al., 2020). However, the results of previous studies
indicated that there were various issues to online learning, for example bad internet networks
(Jumareng et al., 2021), expensive internet quota or a lack of willingness to learn by children
with disabilities (Widyawan et al., 2020). There is some obstacles in implementation of online
learning, then the role and involvement of parents for their children is a key factor of success
in achieve a high academic in education (Wilhelmsen & Sørensen, 2019). According to
Svendby (2020), parents also have an important role in supporting the children with disabilities
to participate in physical activities inside and outside of school or online-based learning. Thus,
schools (e.g., staff, teachers, headmaster) and parents have the same responsibility namely, to
educate the children with disabilities so that they are ready for the challenging of adulthood.
The definition of parental involvement is not consistent, but some experts define
parental involvement in general as participation or the support of parents for their children to
learn (Bruin, 2018). There are several types of parental involvement in the learning based
online process, including participating in virtual parent-teacher meetings, accompanying their
children when researching online at home or supervised their children when doing assignments
given by the teacher. Meanwhile, the parental involvement in school includes attending school
events or extracurricular activities, being a resource person at school or being collected together
with school committee organization (Widyawan et al., 2020). It is expected that parental
involvement in the based online process, will have an impact on the development of interest
and motivation to learn and reduce a negative effects on them (e.g., stress, depression; Bacon
& Causton-Theoharis, 2013). Thus, implementing physical education learning is not easy as it
requires collaboration between the school and parents of children with special needs.
Parents' perceptions towards online learning are very important for school policy and
research. However, the literature reflects limited research that focuses on perceptions parents
of children with disabilities about physical education learning based online in the pandemic.
This research contributes towards providing information for lecturers or teachers about the
perceptions of parents who have children with disabilities towards physical education learning
conducted through online during the COVID-19 era. Therefore, this research aims to
investigate the perceptions parents of children with disabilities about physical education
learning based online in the COVID-19 era.
Methods
This study aims to investigate the perceptions of parents who have children with
disabilities regarding online learning carried out at home. Through these perceptions,
researchers will obtain a lot of important information about the effectiveness of online learning
for students with disabilities during the COVID-19 crisis. The qualitative approach (Widyawan
et al., 2020) with phenomenological methods was used to reveal the perceptions of parents who
have children with disabilities about physical education learning based online in the COVID-
19 era.
Participants
The participants who were involved and contributed to this research were author who
were lecturers and experts on education for children with disabilities from several universities
in Indonesia. All authors have the same background and expertise, namely teaching physical
Hasanuddin Jumareng, Edi Setiawan, Asmuddin, Adi Rahadian, Novri Gazali, and Badaruddin 593
education for children with disabilities. In addition, all authors have the same interest, namely,
to investigate the process of learning physical education for children with disabilities which is
currently often conducted through online. In this study, researcher aims to further evaluate
whether online learning is effective during the COVID-19 pandemic for children with
disabilities. In addition, the main participants in this research were 36 parents who have
children with disabilities and registered in elementary schools from two provinces in Indonesia,
namely West Java (Cianjur, Sukabumi) and Southeast Sulawesi (Kendari) and Ethnic parents
come from the Sundanese and Bugis ethnic. Purposive sampling technique was used to select
participants. There were 36 people who had been selected based on following criteria: (a)
having children with disabilities, (b) being willing to contribute to this research, (c) have
experienced the process of learning physical education online with their children. The selection
of two provinces was based on data from the Ministry of Women's Empowerment and Child
Protection and based on data the distribution that obtained from Indonesian agent unit of
COVID-19. Before the research began, all participants in this research were asked to sign a
letter of willingness to participate in all activities and the author protects the identity of
participants by maintaining confidentiality with parents by given code P. All participants
agreed to participate in all activities in this research.
The participation profile in this study consisted of 15 men (41.7%) and 21 women
(58.3%), for the age of 35 years was 7 people (19.4%), 40 years was 27 people (75.0 %) and
45 years was 2 people (5.6). As for the occupation of the participants were 9 police officers
(25.0%), 11 housewives (30.6%), 13 elementary school teachers (36.1%) and 3 lecturers
(8.3%).
Procedures
This study used a qualitative approach with phenomenological method. According to
Creswell (2015) phenomenological is qualitative research in which the researcher collects data
with participant observation to find out the participants' essential phenomena in their life
experiences. This method was chosen because it is in accordance with the existing problems,
namely, to reveal how parents perceive when undergoing the physical education learning
process through online.
This research was conducted in February 2021 and this research has been granted
permission from Women's Empowerment and Child Protection. In addition, this research has
followed by the Ethical guidelines from World Medical Association (Helsinki Declaration).
Interviews with participants took place via Zoom Meeting with a duration of 30-60 minutes
per person as long as four weeks. Interviews were conducted via Zoom Meeting because the
geographical distance was so far between the researcher and the participants. All interviews
were conducted in Indonesian language and recorded and then transcribed word by word then
the authors translated the quotations that presented in the results.
Data Collection
There were two steps in data collection, namely: (a) conducting interviews with parents
who have children with special needs. The purpose of the interview is to collect more
meaningful data. In addition, interviews were claimed to be the most common and accurate
method to find out an individual's perceptions and experiences (Rasmitadila et al., 2020).
Interviews were conducted from 1 to 28 February 2021 via online by using the Zoom Meeting
platform for 30-60 minutes per participants. In one day, the researcher can interview 1-2
participants. (b) Documentation was carried out to support or to strengthen the results of the
interviews, for example took photos when conducting interviews via Zoom Meeting.
594 The Qualitative Report 2022
Data Analysis
Analysis was performed after the research data from the interviews have been collected.
Thematic analysis is used to analyze participants' experiences. Thematic analysis is a method
to analyze data in qualitative research with the aim of identifying patterns or to find themes
through data that has been collected by researchers. According to Widyawan et al. (2020) in
thematic analysis there are several steps that must be taken, including: (a) Interviews are
transcribed word by word. (b) The transcribed interviews are read repeatedly by the author to
get a broad understanding. (c) The texts are arranged based on a description of the experience
and then each given labeled. (d) Data are sorted based on categorization, coding, and
highlighting based on similarities (Rasmitadila et al., 2020). (e) A collection of similar phrases
grouped and arranged into the initial theme. (f) Examining the meanings of the phenomenon
being studied. (g) Arranging the data into themes with a description of each theme. (h). Sharing
themes with parents to get a deeper understanding.
Results
Three themes represent the parents’ perceptions who have children with disabilities
related to physical education learning based online: (a) Instructional of models learning, (b)
technical and motivational obstacles to online learning, and (c) advantage.
Theme 1: Instructional Model in Online Learning
The first theme is discussed about an instructional model so that the physical education
learning based online process can create more innovative, fun learning and most importantly
can develop all the children’s abilities. According to Metzler, (2011) models for planning,
implementing, and teaching will provide us with the most effective way to achieve a balanced
goal of learning with the variety of content that is now in school physical education programs.
The theme of this learning model was chosen because it is a very important topic to
know when carrying out online in the COVID-19 era. The learning model is a pedagogical tool
used by teachers to create a physical education learning process that is much more innovative,
creative, and fun for students with special needs. If a teacher applies a learning model that is in
accordance with the conditions and characteristics of the child, the learning outcomes from
them will increase and vice versa if the learning model is not appropriate, it will lead to low
learning outcomes for children with disabilities while attending online learning. The
instructional of model learning found in this research includes the stages of learning, media,
and assessment (See Figure 1).
Hasanuddin Jumareng, Edi Setiawan, Asmuddin, Adi Rahadian, Novri Gazali, and Badaruddin 595
Figure 1
The Instructional of Model Learning Used by Teachers in Online Learning
Based on Figure 1, the application of learning stages serves to make it easier for teachers
when carrying out of physical education learning based online. With the learning stages the
teacher will understand what he must do from the beginning of learning, the process to the end
of the learning activity. Meanwhile, learning media is a pedagogical tool that aims to make it
easier for teachers to deliver subject matter to the children and make it easier for children to
understand subject matter (Rasmitadila et al., 2020). According to Li & Lu, (2020) technology
media is an important approach in physical education to help improve students skills. There
are several technological media that can be used in the physical education learning process,
including: computers, smart phones, watching television or you tube (Mundy et al., 2020). In
this research, it was found that teachers often use Whatsapps, you tube and Zoom Meetings.
Some parents of children with disabilities argued that:
Online learning provides convenience for our children to carry out physical
education learning, because they can avoid from the transmission of COVID-
19. In addition, teachers often conduct lessons through the Whatsapp media and
Zoom Meetings, which are some media that are easy for our children to use.
(P1, P4, P7, P10, P16, P17, P18, P25, P30)
Then some parents also argued about learning media that:
When implementing online learning Whatsapps media and Zoom Meetings are
often used by teachers and the media are familiar to the children and parents
Instructional Model
Online Learning
Media
Learning
Steps
Assessment
Cognitive
Psychomotor
Attitude
You Tube
Zoom Meeting
Whatsapp
Question and answer
Quizzes
Discussio
Evaluation
Explain the subject matter
596 The Qualitative Report 2022
ourselves, so that children can better understand the subject matter. Apart from
that, the teacher also often gave assignments by instructing the children to look
at You Tube. (P2, P5, P6, P12, P14, P19, P31, P36)
Most of the parents argued that:
Parents could not supervise their children who have disabilities every day at
home because they also have another work that should carried out, so we think
you tube media, Zoom Meetings, especially WhatsApp is a suitable media for
our children to access at home to learn. (P3, P8, P9, P11, P21, P23, P24, P26,
P28, P29, P32, P34)
The assessment system generally that was often used by teachers at online learning was
to direct the assessment of the cognitive, affective and psychomotor domains that owned by
children (Rasmitadila et al., 2020). Parents children with disabilities argue:
Assessment that leads to the cognitive and affective domains of children can be
done easily by teachers in the COVID-19 era even though online learning, but
in our opinion for the psychomotor domain it is difficult to do because children
are learning at home virtually, so the teachers must be more accurate for to give
an assessment of the psychomotor domain. (P13, P15, P20, P33)
Then the others argue:
The assessment during COVID-19 that conducted by teachers according to our
opinion has been appropriate to the curriculum, for example, teachers
conducted assessments in the cognitive domain by holding multiple choice
tests, while for assessments in the affective domain, teachers often look at
children's behavior when participating in learning activities, for example
listening to the teacher, they do not disturb the other friends or not noisy.
Meanwhile, according to our opinion that is difficult to assess is the
psychomotor domain, because teachers have to assess children's movements
virtually via handphones or laptops which have relatively small screens. (P27,
P35, P22)
The quote above is the result of interviews conducted by researchers with parents who
have children with disabilities regarding instructional model learning. The instructional of
model learning implemented by teachers at online learning is to be a parameter of success in
achieve the physical education goals. Therefore, the using of models learning and involvement
or the role of parents for children with disabilities is the main key to developing their abilities
for the better.
Theme 2: Technical and Motivational Obstacles to Online Learning
The second theme discussed was the obstacles when implementing online learning for
children with disabilities including technical constraints and students’ conditions. Figure 2
below illustrates the obstacles when implementing of online learning.
Hasanuddin Jumareng, Edi Setiawan, Asmuddin, Adi Rahadian, Novri Gazali, and Badaruddin 597
Figure 2
Technical and Motivational Obstacles to Online Learning
In carrying out learning activity by face-to-face in schools as well as in online learning,
there will its obstacles. The obstacles that are often found when implementing online learning
are technical constraints which include mobile data plans, internet signal and handphone as
well as obstacles related to the children's conditions which include mood, external and internal
motivation. Mobile data plans are a problem that to be factors of hinders in online learning for
children with special needs because some parents who are experiencing financial difficulties.
Some parents argued that:
Mobile data plans are one of the inhibiting factors when implementing of online
learning, because mobile data plans cost is relatively expensive in Indonesia
with a price range of 80 to 100 thousand. Although the Indonesian government
currently provides mobile data plans for free, only some people get it. So, if we
haven’t money to buy mobile data plans then our children can't be joining of
online learning. (P3, P5, P7, P11, P12, P13, P17, P22, P30)
Then there are some parents argue:
In the COVID-19 era, many parents have difficulty in earning money, even
most of us have to work from home. By work from home resulted in a
significant reduction in our financial income, while the prices of goods as well
as desserts in Indonesia were getting higher. Therefore, according to us those
mobile data plans are a problem for parents with low economic incomes. (P2,
P4, P9, P10, P16, P19, P25, P35)
The next obstacle is related to the internet signal which is often disrupted due to extreme
weather. Parents children with special needs argue:
Another inhibiting factor in implementing of online learning is the internet
network, which is often interfered, so that our children cannot clearly obtain
lesson material from the teacher. In addition, an interference in internet network
598 The Qualitative Report 2022
cause difficulties for children to access YouTube and Zoom Meetings. (P1, P6,
P8, P15, P18, P21)
Handphones were the next obstacle found, for example handphones owned by parents
with special needs could not access YouTube or Zoom Meetings. About handphones some
parents argue:
Handphone is the most important tool to follows of online learning, without
sophisticated and contemporary handphones, such as smartphones with the
Samsung, Xiaomi, or Apple types, it is certain that our children will never be
able to follow of SFH. (P14, P20, P23)
Thus, for the optimal implementation of learning at online learning, parents must
provide data packages and internet networks, and having a handphone that is unconditional.
The second obstacle found that often arises when implementing of online learning is
the condition of children with special needs who often have an unstable mood and lack of
external and internal motivation. According to Rasmitadila et al. (2020) the condition of
students greatly affects learning activities to run smoothly. Some parents’ children with special
needs were given their opinion:
When the first time to implemented of online learning, our children didn't want
to learn, they tended to be angry and looked in the unmood to take part in online
learning. That’s because of they are used to doing face to face learning with
teachers at school. However, because of a good cooperation situation between
the school, namely the headmaster, teachers, and parents, then thank to the God
that our children want to learn via online. (P24, P27, P28, P32)
Furthermore, some parents give their opinion:
Mood aspects, internal and external motivation are obstacles that we often find
to the children when implementing of online learning. If our children seem to
have a bad mood, low internal and external motivation to learn, the teacher and
parents work together by using a strategy that is giving rewards, for example
giving them beverages and desserts that they like or promising to bring them
stroll after finishing their learning. (P29, P31, P33, P34, P36)
Theme 3: The Advantages of Online Learning
The third theme discussed was the advantage when implementing of online learning,
included being easy to implement, attractive, safe, and effective. Those four big points are the
advantages of online learning found in this research. Figure 3 below illustrates the advantage
when implementing online learning.
Hasanuddin Jumareng, Edi Setiawan, Asmuddin, Adi Rahadian, Novri Gazali, and Badaruddin 599
Figure 3
Online Learning Excellence
The first advantage that found at online learning that it is easy to implement. A learning
that will be applied by the teacher should be easy to implement, so that children will find it
easy to gain knowledge. About this first excellent that parents’ children with special needs
argue:
According to us as parents with moderate economic income, online learning
during the COVID-19 era was an easy lesson to implement, because we only
provide smartphones and the internet, then learning can be carried out at home.
(P6, P8, P15, P20, P25, P27, P30, P32, P33, P36)
Attractive is an important factor in the physical education learning process, because if
a learning is unattractive then the children will feel bored and cause their learning outcomes to
be not optimal. Parents children with special needs given an opinion:
Attractive aspects are the main key to obtaining high learning outcomes. Online
learning is proven to be interesting learning for children with special needs,
because the teacher presents videos from YouTube and pictures related to the
subject matter. (P1, P2, P3, P4, P5, P9, P12, P14, P19, P24, P26)
The safety aspect is one of the excellent of online learning, safe means that learning
carried out by children do not cause of the risky activities or cause the children to be in a
dangerous situation. Parents given an opinion:
Online learning can be said that to be one of the learning activities that have a
high safety level, because learning of physical education via online at home can
Online Learning
Excellence
Attractive
Easy to Implement
Safety
Effectivity
600 The Qualitative Report 2022
keep the children from transmission of COVID-19. (P7, P10, P11, P13, P16,
P17, P22, P29, P35)
When carrying out the learning then main factor that must be considered by a teacher
is whether the learning can provide effectiveness in the development of children's abilities.
Effectiveness is the main excellent that can be found when implementing of online learning.
Below are outlines the opinions of parents’ children with special needs about the effectiveness
of online learning:
According to us that online learning has a fairly good effectiveness, because the
children have increased in the cognitive, affective and psychomotor domains,
for example our children that initially did not find out about health to became
understand of how to maintain health in the COVID-19 era. Then they seem to
have a high level of discipline and responsibility to do their research
assignments. Even that our children want to do sports without any instructions
from the teachers or parents. (P18, P21, P23, P28, P31, P34)
Thus, based on these three advantages of online learning, it is expected that teachers
can apply them continuously in learning physical education for children with special needs
during the COVID-19 era.
Discussion
The impact of COVID-19 that has attacked all the countries in the world, including
Indonesia, has caused the education system switch to online learning. Not only that, the
teachers in Indonesia must change the instructional of model learning from face to face into an
online system by utilizing several technologies such as laptops, handphones, computers or
using several platforms such as zoom meetings, YouTube or WhatsApp connected to the
internet network (Jumareng et al., 2021). However, previous researches claimed that online
learning could work effectively if there were mutual support between teachers, headmaster and
parents, thus online learning can achieve its goals, namely to increasing of cognitive, affective
and psychomotor abilities of children with special needs (Guo & Li, 2020; Kaup et al., 2020).
According to Rasmitadila et al. (2020) the main factor that support the success of online
learning was the support from teachers, parents and the government (central and local). For
example, of teacher support, is the changing models or learning strategies that are more
innovative, attractive by involving the using of technology, both of online use (learning of
internet TV, radio) as well offline (e-modules, printed textbooks) which function to support the
success of online learning. Meanwhile, the parental support, for example, by participating and
supervising children with special needs to study at home via online or from TV programs.
Meanwhile, the support from the government, for example, to develop teacher potential by
holding trainings about online learning or models learning in the COVID-19 era. According to
Rasmitadila et al. (2020) to provide the support of online learning for normal children as well
with special needs from elementary school to university levels, then the Indonesian government
carried out a TV program term called "School from Home" and generated learning applications
Online called the “Teacher's Room,” which supports by the government to support children in
obtaining education (Vlachopoulos, 2020), even though the world is currently to be up against
a deadly global pandemic.
Thus, to ensure online learning can be continue and to show its effectiveness
sustainably, then several action must be carried out by the Indonesian government. First,
establishing a special curriculum program for physical education learning during the global
Hasanuddin Jumareng, Edi Setiawan, Asmuddin, Adi Rahadian, Novri Gazali, and Badaruddin 601
pandemic for all levels of education including for children with special needs. Second,
increasing the teacher’s ability by arranging training, seminars, webinars about online learning
and the application of technology. Third, providing the internet quota for all people including
teachers, schools and most importantly for parents who have children with special needs.
Fourth, establishing free online programs for teachers and parents. Fifth, increasing the
synergic cooperation between the central government (e.g., president, minister) and local
governments (e.g., governors, regents), schools (e.g., headmaster, teachers and staff) and
families, especially parents who have children with special needs (Borup et al., 2019). Sixth,
minimizing the obstacles that often occur in the implementation of online learning.
Implications
This research focuses to investigating the parents’ perceptions who have children with
special needs about physical education learning through online in Indonesia during COVID-
19. The results of this research indicate that there is a positive and negative point of view from
parents' perceptions on online learning during COVID-19. Most of parents consider online
learning as a highly effective education system during the COVID-19 era to increase children's
learning outcomes in physical education subjects.
Limitations and Suggestions for Future Research
This study focuses on qualitative research by interviews regarding to the parents’
perceptions children with special needs about online physical education classes during COVID-
19 which had been carried out for 1 month in 2021. Several limitations to this study need to be
acknowledged. This researched used parents who comes from two provinces in Indonesia, so
this research is a small representation of parents and children with special needs from
Indonesia. Therefore, the future research needs to be carried out by adding more participants
which comes from several provinces in Indonesia or using a mixed between qualitative and
quantitative research. Another possible area of Future research would be to instigate is
regarding the perceptions of teachers, students, headmaster and even local governments about
physical education through online learning during COVID-19.
Conclusion
The perception of parents who have children with special needs regarding of online
physical education classes during COVID-19 got various answers. But, in overall they have
the similar perception that online learning is an effective education to develop the children's
abilities during COVID-19. In addition, according to parents, learning physical education
through online continuously has own benefits, then all the obstacles that often occur in the
implementation of online learning could be minimized, then the role of government, teachers
and parents is indispensable.
References
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Author Note
Hasanuddin Jumareng, Ph.D. is a lecturer and advisory board at Halu Oleo University.
Currently he is process of obtaining a professor degree in the field of physical education. He
has thirty-six years of teaching experience in the field of physical education, health, and
recreation at the university level. His current research interests currently focus on physical
education, sports education, and special physical education for children with special needs.
Correspondence related to this article can also be directly to: hasanuddinjumareng@uho.ac.id
Edi Setiawan obtained a master's degree in the field of physical education health and
recreation from Indonesia University of Education. He has four years of teaching experience
in the field of physical education, health, and recreation at the university level. Currently
research interests include physical education, sports education, physical education for
children’s disabilities. Correspondence regarding this article can also be directed to:
edisetiawanmpd@gmail.com
Asmuddin, Ph.D. is a lecturer from Halu Oleo University. His research fields are
physical education and special physical education for children with special needs.
Correspondence with him can also be addressed directly to: asmuddin @ uho.ac.id
Adi Rahadian is a lecturer from Suryakancana University. He obtained a master's
degree in the field of physical education health and recreation from Indonesia University of
Education. Currently he is pursuing a doctorate degree at the Indonesian University of
604 The Qualitative Report 2022
Education. His research fields are physical education and special physical education for
children with special needs. Correspondence with him can also be addressed directly to:
adira@unsur.ac.id
Novri Gazali, M.Pd. is a lecturer from Riau Islamic University. His research fields are
physical education and special physical education for children with special needs.
Correspondence with him can also be addressed directly to: novri.gazali@edu.uir.ac.id
Badaruddin, M.Pd. is a lecturer from Halu Oleo University. His research fields are
physical education and special physical education for children with special needs.
Correspondence with him can also be addressed directly to: badaruddin@uho.ac.id.
Copyright 2022: Hasanuddin Jumareng, Edi Setiawan, Asmuddin, Adi Rahadian, Novri
Gazali, Badaruddin, and Nova Southeastern University.
Article Citation
Jumareng, H., Setiawan, E., Asmuddin, Rahadian, A., Gazali, N., & Badaruddin. (2022).
Online learning for children with disabilities during the COVID-19: Investigating
parents' perceptions. The Qualitative Report, 27(2), 591-604.
https://doi.org/10.46743/2160-3715/2022.4926
