Abstract

Due to COVID-19, schools closed in Finland for eight weeks in the spring of 2020, and teaching was conducted using distance education. Teachers used their professional agency to ensure a continuation of their students’ learning. This study focuses on the experiences of teachers who taught pupils with intellectual disabilities during the distance education period. The research question is: What kind of experiences did the teachers have with distance education? The data were collected via an electronic questionnaire and analysed using qualitative content analysis. The results were examined using teachers’ professional agency as a theoretical lens. The results showed that teachers encountered many challenges and emotions at the beginning, but during distance education, they learnt new ways to teach and support pupils and families. Teachers’ agency was spread between supporting the agency of pupils and guardians. These are discussed in the article.