Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England

Canning, Natalie; Robinson, Beryl

doi:10.1080/08856257.2021.1872846

Cited by 45 publications

(79 citation statements)

References 16 publications

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“…In addition, home as a safe space is invaded by external expectations. School and meetings with agencies, once separate, have become part of home, blurring the boundaries (Canning and Robinson, 2021).…”

Section: Introduction and Rationalementioning

confidence: 99%

Small steps and stronger relationships: parents' experiences of homeschooling children with special educational needs and disabilities (SEND)

Ludgate

Mears

Blackburn

2021

Research in Spec Educ Needs

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During the current global pandemic, parents and carers in England and across the UK have been asked by the Government to ‘home school’ their child/ren, and a plethora of resources have been produced and made available to assist with this. The perceived detrimental effects of being absent from school have been a driver for the Government in ensuring that schools remain open for as long as possible, and the current pandemic situation is replete with narratives of ‘loss’. Little attention has been paid to any potential benefits for children and families of homeschooling or the opportunities it provides. This paper reports on a small‐scale online survey that explored the experiences of parents’ homeschooling their child/ren with SEND during a global pandemic in England. The findings are revealed through a qualitative methodology merged with post‐qualitative concepts that emerged post‐analysis. Novel findings regarding possibilities for creative and inclusive learning practices, family bonding and children’s improved social and emotional well‐being are revealed in this paper.

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Section: Introduction and Rationalementioning

confidence: 99%

Small steps and stronger relationships: parents' experiences of homeschooling children with special educational needs and disabilities (SEND)

Ludgate

Mears

Blackburn

2021

Research in Spec Educ Needs

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“…Despite this, schools are working to ensure the emotional well-being and academic progress of the pupils that are absent from their classrooms (Diamond, 2020). Families of children with SEND have needed support to maintain a safe space at home at a time when the boundaries between home and school have become blurred (Canning & Robinson, 2020).…”

Section: Introductionmentioning

confidence: 99%

Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities

Beaton

Codina

Wharton

2021

Brit J Learn Disabil

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Accessible summary The COVID‐19 pandemic has forced everyone to live at a social distance from other people. This has changed the way people live and are included socially. This paper focuses on the unexpected ways schools have altered and deepened social inclusion for children with learning disabilities during the COVID‐19 pandemic. We interviewed six people: two people who work for a Local Authority, one Headteacher of a special school, one Special Educational Needs and Disability Consultant, one young person with a learning disability and her mother. The findings and conclusions show the “new normal” caused by COVID‐19 can help to deepen social inclusion for children with learning disabilities. For example, it can help children communicate in alternative ways with their teachers and friends. It can help families to understand more about their son/daughter's educational abilities; this means they can advocate better for them. It can help professionals to meet the needs of children with learning disabilities more quickly. We do not enjoy living at a social distance from everyone else, but we do want to make sure that lessons can be learnt from this moment in time. Abstract Background To slow the spread of COVID‐19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID‐19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. Methods Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID‐19 pandemic, semi‐structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. Findings The critical tenet of this paper is that the Erfahrung of COVID‐19 has created the conditions for a “new normal” which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. Conclusion Whilst the impact of COVID‐19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the soci...

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“…19 Relatives of individuals with ASD have to both assist their affected family members, and face other potential challenges such as work demands or financial worries. 30 Role confusion, that is, having to navigate the role of parent, advocate, educator, spouse, and so on, is most likely increased as well. 31 Overall, the COVID-19 pandemic and corresponding measures seem to affect relatives of individuals with ASD by an increase in stress and decrease in overall well-being family resilience.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the results depend on either quantitative 18 or qualitative data. 30 Given the limitations of these studies, it gives a limited understanding of the impact of the current pandemic as specific to individuals with ASD and their families. To date, no research has been conducted into the impact of a large-scale event in this target group using a baseline measure as well as a mixed-method design.…”

Section: Introductionmentioning

confidence: 99%

Impact of the COVID-19 pandemic on children and adolescents with autism spectrum disorder and their families: a mixed-methods study protocol

et al. 2022

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BackgroundThe COVID-19 pandemic is a challenge for everyone, particularly for children and adolescents with autism spectrum disorder (ASD). ASD is a developmental disorder characterised by limitations in social communication, repetitive behavioural patterns, and limited interests, and activities. It is expected that many families with children with ASD will experience more problems due to the COVID-19 pandemic and the related public health restrictions. At the same time, some may experience improved functioning, due to fewer expectations and social demands.Methods/designIn a mixed-method study to identify the impact of the COVID-19 pandemic, parents of children with ASD (ages 4–21) who were in care pre-COVID-19 at one of three large mental healthcare institutions in the region of Rotterdam participated (68 for T0, 57 for T1). The aims are (1) to investigate the impact of the COVID-19 pandemic on overall functioning and autistic symptoms of the child/adolescent with ASD, as well as parental and family functioning (QUANT-QUAL), in both the short term and longer term, and (2) to investigate risk and protective factors (in light of resilience) (QUANT-qual) and (3) to investigate care and informational needs (QUAL-quant). Pre-COVID-19 baseline data will be retrieved from clinical records. Participants will fill out two surveys (one during a COVID-19 peak—January–May 2021—and one thereafter). Survey participants were invited to participate in interviews (n=27). Surveys include measures thar were included pre-COVID-19 (ie, overall functioning and autism symptoms) as well as specific measures to identify family functioning and COVID-19 impact. The semistructured interviews focus on child, parent and family functioning and care—and informational needs.Ethics and disseminationThe Medical Ethics Committee of the Erasmus MC has approved the study. Findings will be available to families of children with ASD, their care providers, the funders, autism societies, the government and other researchers.

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Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England

Cited by 45 publications

References 16 publications

Small steps and stronger relationships: parents' experiences of homeschooling children with special educational needs and disabilities (SEND)

Small steps and stronger relationships: parents' experiences of homeschooling children with special educational needs and disabilities (SEND)

Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities

Impact of the COVID-19 pandemic on children and adolescents with autism spectrum disorder and their families: a mixed-methods study protocol

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