Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum

Simpson, Kate; Adams, Dawn

doi:10.1007/s10803-022-05451-z

Cited by 16 publications

(17 citation statements)

References 23 publications

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“…In a study conducted in Australia, parents were asked how the COVID-19 pandemic had impacted their child's education experience. Nearly half (48%) of the parents reported only negative impacts, 26% only positive impacts, 12% a mix of positive and negative impacts, and 9% little or no impact (Simpson & Adams, 2022). The topic of inclusive education is nearly ubiquitous in discussions related to education.…”

Section: Educationmentioning

confidence: 99%

Exploring the Parental Experiences in the Media: A Qualitative Analysis of Articles Written by Parents of Children with Autism in Bosnia and Herzegovina

Celebic¹,

Memišević

2023

J. Heal. Rehab. Sci.

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Aim: This paper presents a qualitative study of the experiences of parents raising children with autism, as reflected in the media. The study aimed to explore the lived experiences of parents of children with autism and the challenges they face in Bosnia and Herzegovina. Methods: A content analysis of 20 media articles featuring parents of autistic children was conducted. The articles were selected from a range of sources, including newspapers, magazines, and online news portals. Results: We identified four major themes: supports, education, spousal relationships, and future. It should be noted that these themes are often intertwined. Conclusion: The findings highlight the importance of providing support and resources to parents of children with autism, as well as the need for greater awareness and understanding of the challenges they face. The implications of these findings for policy and practice are discussed, and suggestions for future research are presented.

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Section: Educationmentioning

confidence: 99%

Exploring the Parental Experiences in the Media: A Qualitative Analysis of Articles Written by Parents of Children with Autism in Bosnia and Herzegovina

Celebic¹,

Memišević

2023

J. Heal. Rehab. Sci.

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“…Meanwhile, based on the limited material available, it appears that the overarching subject in Western Pacific viewpoints is the impact of school closures on the inclusion of children with disabilities. These children had negative experiences as a result of the situation (Simpson and Adams, 2022;Smith et al, 2020). The factors that contributed to parents' failure to support the remote education of learners with disabilities were investigated from an Asian standpoint on remote special education (Balwan et al, 2020;Durgun, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Special Education in a Remote Setting: Stakeholders’ Stories and More

Vicente¹,

Revilla²

2022

Am. J. Multidis. Res. Innov.

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Remote special education is a relatively new phenomenon. Since the beginning of special education in schools, direct and explicit instruction has been used for learners with autism. Learners, parents, and teachers as stakeholders struggle with alternative instructional methods. Parents are critical players in remote learning. They facilitate home-based learning through modular instruction. Parents help students engage when teachers facilitate online learning. Stakeholders are also alternatively referred to as frontline or grassroots remote special education implementers. This study elicited special education stakeholders' constructs in three areas: views on remote special education, essential special education practices, and policy building blocks. Three teachers and three parents with children with autism respectively participated. Using a semi-structured interview guide, data were collected via online interviews. From an interpretivist's lens, constructs were gleaned from participant narratives. George Kelly's Personal Construct Theory aided the construction process. Stuart Hall's multiple readings informed textual analyses. Findings suggest that special education stakeholders viewed remote learning as a shared responsibility. Eight essential special education practices were determined: individualization, modification, accommodation, assessment, intervention, early detection, collaboration, and inclusion. Individualization and modification, accommodation, teachers' competency, home program, and collaboration emerged as policy building blocks. Researchers’ recommendations include (1) taking advantage of technology in individualization, (2) assessing the feasibility of online learning as an alternative learning modality, (3) providing teachers with comprehensive competency training, (4) supporting home programs as a supplementary educational intervention, and (5) considering telehealth and teletherapy as emerging collaboration strategies.

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“…The coronavirus national lockdowns and school closures were unforeseen factors that impacted the educational experiences of children with neurodevelopmental conditions (Simpson & Adams, 2022). It is, therefore, imperative to examine the association of COVID‐19 school closures in subsequent school attendance to respond appropriately to the diverse needs of children with neurodevelopmental conditions and to minimize the impact of future school closures on these children.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions

Kouroupa

Allard

Gray

et al. 2023

Child

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Background Children with neurodevelopmental conditions have high levels of school absence. During the COVID‐19 pandemic, schools closed for many students. The relationship between home learning during school closures and subsequent school attendance requires attention to better understand the impact of pandemic education policy decisions on this population. This study aims to investigate the association between home learning, hybrid learning and school learning during school closures (in January–March 2021) with subsequent school attendance (in May 2021) in children with neurodevelopmental conditions. Methods An online survey was completed by 809 parents/carers of 5‐ to 15‐year‐old autistic children and/or children with intellectual disability. Regression models examined the association of learning location during school closures with subsequent school absence (i.e., total days missed, persistent absence and school refusal). Results Children who were learning from home during school closures later missed 4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6 school days, respectively. The rates of school absence and persistent absence were significantly higher in the home learning group even after adjusting for confounders. Learning location was not associated with subsequent school refusal. Conclusions Policies for school closures and learning from home during public health emergencies may exacerbate school attendance problems in this group of vulnerable children.

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Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum

Cited by 16 publications

References 23 publications

Exploring the Parental Experiences in the Media: A Qualitative Analysis of Articles Written by Parents of Children with Autism in Bosnia and Herzegovina

Exploring the Parental Experiences in the Media: A Qualitative Analysis of Articles Written by Parents of Children with Autism in Bosnia and Herzegovina

Special Education in a Remote Setting: Stakeholders’ Stories and More

The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions

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