COVID-19 and remote learning: experiences of parents supporting children with special needs and disability during the pandemic

Shaw, Patricia; Shaw, Alan

doi:10.1080/03004279.2021.1960579

Cited by 25 publications

(33 citation statements)

References 46 publications

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“…The COVID-19 pandemic is unique in that access to schooling can be remote, which may or may not offer similar opportunities, and indeed may create additional stresses in a household, for example, in the need to supervise remote learning. Facilitating access to remote schooling requires equipping educational systems with tools to be able to better deliver remote schooling such as providing training to improve "digital competence" among teachers and students, implementing routines to promote closer partnership between teachers and caregivers, and sharing higher-quality and tailored resources along with more guidance on routines [59] for vulnerable students who may face additional barriers [60].…”

Section: Discussionmentioning

confidence: 99%

Factors associated with resilience among children and youths with disability during the COVID-19 pandemic

et al. 2022

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There is evidence of negative impact of social distancing and confinement measures to manage the COVID-19 pandemic on children, including increased anxiety and depression and behaviour difficulties. Paradoxically, positive impacts like increased support and more self-care activities have also been documented. Little is known about the impact of the COVID-19 pandemic on the children with disability and the potential role of familial, environmental, and biological factors on mitigating this impact. The aims of the study were 1) identifying profiles of functioning across multiple domains during the COVID-19 pandemic and 2) examining the extent to which parenting self-efficacy, support in accessing schooling, and type of diagnosis predict the likelihood of resilience among children with disability, after controlling for household income and single-parent status. An online survey developed from COVID-19 guidance recommendations, was available from June 11- July 21, 2020, and resulted in a convenience sample of caregivers across Canada (n = 883) of children with disability (mean age of 9.4 years old, SDage = 5.7, 58% male). We conducted latent class analysis to examine the number of latent profiles on caregiver-reported changes of 12 functioning domains, as either ‘worsening’, ‘no change’, or ‘improving’. Most participants belonged to ‘stable’ or ‘worsening’ profiles. However, we identified a small subgroup with improvements in child functioning, a pattern indicative of a ‘resilient’ profile. Using a multinomial logistic regression, we found that diagnosis type, parenting self-efficacy and support in accessing schooling were associated with membership in the Resilient or Stable profiles compared to the Worsening profile, after controlling for single-parent status and income. Taken together, our findings identified variability in responses to adversity that is dependent on the child’s diagnosis type, parenting self-efficacy, and support in accessing schooling. By identifying potentially modifiable predictors of resilience, namely parenting self-efficacy and support in accessing schooling, we signal the potential for tailored supports for different diagnoses, through interventions that enhance caregiver empowerment, access to schooling, access to health and social services, and/or mitigate disparities resulting from social disadvantage.

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Section: Discussionmentioning

confidence: 99%

Factors associated with resilience among children and youths with disability during the COVID-19 pandemic

et al. 2022

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“…Some researchers have indicated that implementing remote education was particularly difficult for students with autism, who require a high level of routine and regularity [ 19 ]. A number of studies focusing on parents of children with SEN have found a lack of appropriate materials and resources tailored to the needs of these students and the need for the parent to step into the role of expert specialist, despite a lack of competence in this area [ 20 , 21 , 22 ].…”

Section: Introductionmentioning

confidence: 99%

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Knopik

Błaszczak

Oszwa

et al. 2022

IJERPH

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The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group. The strongest predictor of parental involvement with SEN students in the role of committed teacher was excessive demands from school. Parents whose children showed low motivation to learn were the most likely to do some of their children’s school tasks for them and apply the committed teacher and reliever strategy. The positive aspects of remote education were mostly noticed by moderately committed parents who gave their children a lot of autonomy (autonomy-supporting coaches). The obtained results can be included in the optimization of schools’ activities in terms of organizing remote education for students with SEN and cooperating with parents.

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“…Research from Shaw and Shaw (2021) identified several themes from a qualitative questionnaire with 137 parents of TD and DD school-aged children (i.e., 4-18 years old) from the United Kingdom who had taken a primary role in their child's educational activities. The themes include a perceived lack of ability to educate their child effectively at home, a change in family dynamics as a result of the dual role (caregiver & education professional substitute), and the need for a routine in order to address emotional needs (Shaw & Shaw, 2021). Research has also indicated that despite agreeing with in-person school closures, parents struggled with motivating their child to engage in educational activities and the production of satisfactory learning outcomes and socio-emotional development (Garbe et al, 2020).…”

Section: The Impact On Parents and Caregiversmentioning

confidence: 99%

“…While the impact of school closures and increased demands for parent involvement in educational activities is still emerging, research to date has produced mixed results. Research from Shaw and Shaw (2021) identified several themes from a qualitative questionnaire with 137 parents of TD and DD school-aged children (i.e., 4–18 years old) from the United Kingdom who had taken a primary role in their child's educational activities. The themes include a perceived lack of ability to educate their child effectively at home, a change in family dynamics as a result of the dual role (caregiver & education professional substitute), and the need for a routine in order to address emotional needs (Shaw & Shaw, 2021).…”

Section: The Impact On Parents and Caregiversmentioning

confidence: 99%

Examining the Impact of COVID-19 on Education and Service Access for Diverse Families of Young Children With and Without Developmental Delays

2023

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The rapid transition to virtual learning due to the COVID-19 pandemic created unprecedented challenges that significantly impacted caregivers of young children, particularly those with developmental delays and children from non-English speaking households (Valicenti-McDermott et al., 2022). The current study aims to describe caregivers’ concerns regarding the COVID-19 pandemic in general and specific educational concerns following school closures, and to determine whether their concerns varied as a function of whether the child had a developmental delay or the parent's ethnicity. Results revealed that caregivers of children with DD endorsed a greater number of general and education-specific COVID-19 concerns compared to caregivers of TD children, and non-Latinx caregivers of children with DD reported more general COVID-19 concerns compared to Latinx caregivers of children with DD. With respect to education-specific concerns, caregivers of children with DD reported a greater impact from the loss and/or delay of services and reported feeling significantly less capable of conducting educational activities in the home compared to caregivers of TD children. However, almost all caregivers in the study endorsed some level of stress from remote instruction. These findings suggest there is a specific need for attention to caregiver mental health and an examination of long-term educational outcomes resulting from extended school closures during the COVID-19 pandemic.

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COVID-19 and remote learning: experiences of parents supporting children with special needs and disability during the pandemic

Abstract: Citing this article.Patricia A. Shaw & Alan Shaw (2021) COVID-19 and remote learning: experiences of parents supporting children with special needs and disability during the pandemic, Education 3-13,

Cited by 25 publications

References 46 publications

Factors associated with resilience among children and youths with disability during the COVID-19 pandemic

Factors associated with resilience among children and youths with disability during the COVID-19 pandemic

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Examining the Impact of COVID-19 on Education and Service Access for Diverse Families of Young Children With and Without Developmental Delays

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