COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Special Needs and Disability during the Pandemic

Autor/inn/en	Shaw, Patricia A.; Shaw, Alan
Titel	COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Special Needs and Disability during the Pandemic
Quelle	In: Education 3-13, 51 (2023) 3, S.371-385 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaw, Patricia A.) ORCID (Shaw, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1960579
Schlagwörter	COVID-19; Pandemics; Distance Education; Electronic Learning; Parent Participation; Special Needs Students; Students with Disabilities; Technology Uses in Education; Foreign Countries; Parent Teacher Cooperation; Inclusion; Blended Learning; Parent Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Elternmitwirkung; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Inklusion; Parental role; Elternrolle
Abstract	The closure of school buildings due to COVID-19 created a challenge for parents and teachers supporting children's remote learning. This paper presents findings of a study that explored whether parents of children with special educational needs and disabilities (SEND) experienced an unusually challenging period and what obstacles they faced. An online survey was sent to parents during the first (March-June 2020) and second (January-March 2021) lockdowns in England: a total of 141 voluntary participants responded. Thematic data analysis identified three significant themes: Infrastructure (Quality and efficacy of resources; Access to school's virtual learning environment); Impact on parent (Perceived lack of ability or understanding; Relationships; Time; Mental health); Impact on child (Reduced stress and anxiety; Need for routine). Recommendations for schools include collaborating with parents to ensure children with SEND achieve greater equality and inclusivity in educational provision, by developing blended models for in-school and remote learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01