Distance Learning in an Inclusive Preschool Focused on Autism during the COVID-19 Pandemic: A Mixed-Methods Multiple Case Study of Four Children

Autor/inn/en	Siller, Michael; Murthy, Harshini; Fuhrmeister, Sally
Titel	Distance Learning in an Inclusive Preschool Focused on Autism during the COVID-19 Pandemic: A Mixed-Methods Multiple Case Study of Four Children
Quelle	In: Infants and Young Children, 36 (2023) 3, S.211-227 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siller, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000244
Schlagwörter	COVID-19; Pandemics; Preschool Education; Students with Disabilities; Autism Spectrum Disorders; Inclusion; Distance Education; Parent Attitudes; Preschool Teachers; Teacher Attitudes; Preschool Children; Student Participation; Attention; Interpersonal Communication + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Inklusion; Distance study; Distance learning; Fernunterricht; Elternverhalten; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aufmerksamkeit; Interpersonale Kommunikation
Abstract	Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01