Supports and Empowerment for Families of Children with Extensive Support Needs throughout the COVID-19 Pandemic

Autor/inn/en	Spann, Emilee; Biggs, Elizabeth Erin; Ross, Madison
Titel	Supports and Empowerment for Families of Children with Extensive Support Needs throughout the COVID-19 Pandemic
Quelle	In: Research and Practice for Persons with Severe Disabilities, 48 (2023) 3, S.139-156 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spann, Emilee) ORCID (Biggs, Elizabeth Erin) ORCID (Ross, Madison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969231189241
Schlagwörter	Disabilities; Children; Services; Empowerment; Family Needs; Students with Disabilities; Student Needs; Communication Disorders; Autism Spectrum Disorders; Down Syndrome; Parent Attitudes; Advocacy; Well Being; Teacher Role; Elementary School Students; Individual Characteristics; Access to Education; COVID-19; Pandemics; Interpersonal Communication; Social Support Groups; School Closing; Parents as Teachers + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Child; Kind; Kinder; Dienstleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Kommunikationsstörung; Autism; Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Elternverhalten; Sozialanwaltschaft; Well-being; Wellness; Wohlbefinden; Lehrerrolle; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Education; Access; Bildung; Zugang; Bildungszugang; Interpersonale Kommunikation; Social support; Soziale Unterstützung; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs and complex communication needs during the COVID-19 pandemic, specifically in relation to their (a) supports and (b) feelings of empowerment related to their child. Participants were 37 parents of children with disabilities who had extensive support needs and complex communication needs, with most families having a child with either autism or Down syndrome. Interviews were conducted with each family at three time points during the 2020-2021 school year. Results indicated that the supports families received varied widely, as did their feelings of empowerment--including empowerment related to advocacy and to supporting their child's learning and well-being at home. The supports that families received from providers (e.g., teachers, service providers) impacted their feelings of empowerment, sometimes acting as facilitators and sometimes as barriers. Implications for future research and practice are discussed related to how teachers and other providers might better partner with families during crises like the COVID-19 pandemic and beyond. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01