An Exploration into the Implications of the COVID-19 Restrictions on the Transition from Early Years Education to Key Stage 1 for Children with Special Educational Needs and Disability -- A Comparative Study

Autor/in	Wythe, Jessica
Titel	An Exploration into the Implications of the COVID-19 Restrictions on the Transition from Early Years Education to Key Stage 1 for Children with Special Educational Needs and Disability -- A Comparative Study
Quelle	In: British Journal of Special Education, 49 (2022) 4, S.605-627 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wythe, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12430
Schlagwörter	COVID-19; Pandemics; Public Health; Student Adjustment; Early Childhood Education; Elementary Education; Special Needs Students; Students with Disabilities; Special Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Gesundheitswesen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Sonderpädagogischer Förderbedarf; Disability; Disabilities; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Großbritannien
Abstract	This small-scale comparative study explores how the coronavirus pandemic has impacted on the transition from Early Years Education to Key Stage 1 (KS1) for children with special educational needs and disability (SEND) in a SEND specialist school in the UK. Two focus group interviews were conducted with nine professionals who work across three KS1 classes for pupils with moderate learning difficulties at a SEND specialist provision setting. This study aimed to compare their experiences and observations of how the children responded to this significant transition in September 2020, in the context of the coronavirus restrictions, and how their practice, provision and transitional support were adapted to meet the needs of the children and to adhere to the changing COVID-19 guidance. The novel findings of this study revealed that the professionals observed significant disruptions and delays in children's independence skills and social and emotional skills, and in adhering to behavioral expectations, in comparison to cohorts in previous academic years. Additionally, the study identified a lack of consistent and systematic educational guidance during the coronavirus pandemic and a significant difference in transitional support practices due to the coronavirus restrictions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01