The coronavirus disease pandemic led national governments to enforce social distancing measures to curb the virus’s spread, temporarily pausing face-to-face learning and shifting emphasis towards online distance learning. This study investigates teaching strategies employed by special education teachers for children with Autism Spectrum Disorder (ASD), specifically focusing on student engagement in online classes. Qualitative data was collected through interviews with active special education teachers during the COVID-19 pandemic. Surveys mirroring the interview questions were conducted among parents/guardians of children with ASD to ensure data triangulation and comprehensive analysis of distance learning strategies for children with ASD. The data revealed lower student participation in the online setup and consistent challenges special education teachers face, particularly in monitoring physicality, socialization, and integrity of student output. The current setup necessitates the active involvement of parents/guardians, despite many lacking the necessary skills for effective instruction. However, successful approaches include incorporating immersive activities tailored to the child’s interests, gradually integration more challenging tasks, and the utilization of visual aids in online classes. These strategies have yielded positive results in attending to the specific needs of children with ASD, based on their unique characteristics. Doing so aids in fostering enhanced student participation and adapting to the individual needs of children with ASD. In summary, this study sheds light on effective teaching strategies during the pandemic, emphasizing the crucial role of parental involvement and tailored approaches to support children with ASD in distance learning.

Keywords: Autism Spectrum Disorder, Distance Learning Teaching Strategies.

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