‘I did not even receive even a phone call from any institution!’: experiences and recommendations related to disability during COVID-19

Kaya, Ali; Şahin, Candan Hasret

doi:10.1080/20473869.2021.1978268

Cited by 7 publications

(3 citation statements)

References 38 publications

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“…What can COVID-19 teach us about teaching children remotely? One lesson for educators that they can take into an in-person environment is "being there"; teachers can "be there" for children and their parents through "telephone, e-mail or video-based connections" and can be "a source of significant reassurance" (Kaya & Sahin, 2021, p. 1025). 3 Although discussed with children with disabilities in mind, keeping in contact with parents and students in this way is not just beneficial for children with disabilities, but could be helpful for parents with different work statuses who may be able to sneak in a Zoom meeting or quick call with a teacher during the work day more easily than meeting with a teacher in person.…”

Section: Discussionmentioning

confidence: 99%

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Intensive mothering in the time of coronavirus

Lutz

Lee

Bokayev

2022

Journal of Social Issues

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We investigated experiences of mothers of school‐age children in Central New York during a time of remote education due to COVID‐19. We extend the concept of intensive mothering, characterized by the expectation that mothers are constantly available to meet their children's needs, and examine mothers’ intersectional identities related to their experience of remote education. Mothers working from home often went back and forth between work and school in what we refer to as a simultaneous shift. Essential workers were engaged in a sequential shift, engaging with children's schoolwork after work and trading off with partners. Mothers took on multiple roles during the pandemic which led to role strain. In extreme cases, multiple roles could be impossible to fill, leading to a situation of role conflict where the demands of one role made it impossible to meet the needs of another role. Mothers of children of color experienced more negative interactions with schools than White mothers. Mothers of children with disabilities spent extended time on remote schooling. A limitation of our study is that we only interviewed people in Central New York and cannot generalize the results of our research to a larger population. Another limitation to our approach was that we have little information on how fathers experienced work and overseeing children's schoolwork. Future research should examine how mothering may have changed after children returned to school.

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Section: Discussionmentioning

confidence: 99%

“…Kaya and Sahin (2021) refer to "providers" rather than teachers specifically, but the same idea can apply to teachers.…”

mentioning

confidence: 99%

Intensive mothering in the time of coronavirus

Lutz

Lee

Bokayev

2022

Journal of Social Issues

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“…Bu sürece ilişkin yapılan çalışmalar, çocukların özel eğitim ihtiyaçlarının, uzaktan eğitim hizmetleri için gerekli olan ekipmanın aile tarafından sağlanması gerekliliğini ve çocukların hem eğitim hem de genel yaşamlarının olumsuz etkilendiğini ortaya koymaktadır (Kurt & Kurtoğlu Erden, 2020;Mengi & Alpdoğan, 2020;Şenol & Yaşar, 2020). En temel sorunun, aileleri, özellikle de anneleri bir nebze olsun rahatlattığı ve ÖG çocuklar için faydalı olduğu bilinen özel eğitimin, ne yazık ki pandemi koşullarında neredeyse hiç yapılamamış veya etkisiz olmasıdır (Kaya & Şahin, 2021).…”

Section: Sonuç Tartışma Ve öNerilerunclassified

Urban Poverty From the Viewpoint of Families With Special Needs Children

Kizir

SEZER

Hoşgörür

et al. 2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, özel gereksinimli (ÖG) çocuğu olan ailelerin deneyim ve görüşlerine dayanarak, kent yoksulluğunun profilini ortaya koymak ve deneyimledikleri yoksulluğun özel eğitime yansımalarını irdelemektir. Araştırma modeli olarak fenomenoloji deseni kullanılmıştır. Araştırmanın katılımcıları Muğla il merkezinde yaşayan ve özel gereksinimli çocuğu olan sekizi anne, dördü baba toplam 12 ebeveynden oluşan sekiz aile olmaktadır. Araştırmanın verileri yarı-yapılandırılmış görüşme tekniği ile toplanmıştır. Elde edilen veriler içerik analizi tekniğiyle analiz edilmiştir. Araştırma bulgularına göre, ÖG çocuğa sahip olan aileler olmayanlara göre, kent yoksulluğunu daha derinden hissetmektedirler. Aileler çocukları için sunulan özel eğitim hizmetlerini nitelik ve nicelik açısından yetersiz bulmakta ve yoksulluğun sonucu olarak çocuklarına ek özel eğitim hizmeti aldıramamaktadırlar. Ek olarak hem ÖG çocuğu olan bir aile olma hem de maddi yetersizliklerden dolayı kent hayatının sunduğu olanaklardan neredeyse hiç yararlanamamaktadırlar.

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Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities

Young,

Clerke

2024

Curr Dev Disord Rep

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Purpose of Review Periods of transition for children and adolescents with disability are complex but usually anticipated. The COVID-19 pandemic resulted in an unexpected transition to online learning at home for students. This review examines the literature on the transition to online learning at home for students with disabilities in K–12 education during the COVID-19 pandemic and identifies the challenges and perceived benefits that emerged for these students to inform future planned or unplanned transitions to online learning. Recent Findings Thirty-one articles met the inclusion criteria. Overall, the transition to online learning generated significant social and technical challenges for students with disability—ranging from inadequate socialisation and engagement issues to technological barriers. There were also notable benefits. For some students, this included fewer social pressures, improvements in mental health and the development of personal skills such as resilience. Parent and caregiver participation in the online learning tasks was crucial, often leading to deeper insights into the learning preferences and needs of students with disability and the ability to tailor and customise learning activities. The review identifies a need for inclusive research methods that actively involve students with disability in research on their online learning experiences. Furthermore, the predominant focus on boys with disability and the lack of representation of specific types of disability and support needs suggest that in future larger studies should strive for a more diverse and representative sample of the students with disability. Summary Challenges and benefits reveal much about the disruptive impact the COVID-19 online learning transition exacted on some school-aged students with disability and their families. Greater attention to increasing access to technologies required for online learning is needed. The findings of this review can be applied in the adaptation of existing, or implementation of new learning modalities, accommodations and support for students with disability to promote their inclusion and access to education. Future research should explore a more inclusive approach and identify longer-term impacts of online learning on COVID-19 cohorts of students with disability and identify ways that schools can plan for more effective transition to online learning in the event of a future pandemic or other disaster requiring school closures.

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‘I did not even receive even a phone call from any institution!’: experiences and recommendations related to disability during COVID-19

Cited by 7 publications

References 38 publications

Intensive mothering in the time of coronavirus

Intensive mothering in the time of coronavirus

Urban Poverty From the Viewpoint of Families With Special Needs Children

Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities

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