The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK

Autor/inn/en	Sideropoulos, V.; Dukes, D.; Hanley, M.; Palikara, O.; Rhodes, S.; Riby, D. M.; Samson, A. C.; Van Herwegen, J.
Titel	The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 6, S.2656-2669 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Herwegen, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05168-5
Schlagwörter	Foreign Countries; School Closing; Anxiety; Parent Attitudes; Students with Disabilities; Student Needs; Siblings; Predictor Variables; Well Being; Special Education; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Angst; Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sibling; Geschwister; Prädiktor; Well-being; Wellness; Wohlbefinden; Special needs education; Sonderpädagogik; Sonderschulwesen; Großbritannien
Abstract	COVID-19 has affected people across the world. The current study examined anxiety and worries during the first UK national lockdown in March 2020. Parents (n = 402) reported on their own anxiety and worries as well as that of their son/daughter with Special Education Needs and Disabilities (SEND) and typically developing (TD) child (n = 186) at three time points. Although both groups showed increased anxiety across the three time points, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19. In addition, worries differed between the groups showing that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01