Distance Learning and Students With Extensive Support Needs: (Re)Defining Access to Education From a Distance

Hanreddy, Amy

doi:10.1177/27324745211014154

Cited by 7 publications

(15 citation statements)

References 40 publications

(47 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Second, participants reported that parents of students with SD were overwhelmed and frustrated and described internalizing this frustration. These findings are consistent with research describing the overwhelming stress parents experienced as they supported their children engaged in online instruction, while maintaining other roles [11,13]. However, this study provides a unique look into the experiences of parents of students with SD as parents and other family members (siblings) assumed a fulltime co-teaching role with participants.…”

Section: Discussionsupporting

confidence: 88%

“…School closures caused by COVID-19 also took a toll on families. Family caregivers (hereafter referred to as "parents") were immediately forced to prioritize the competing demands associated with caregiving, employment, general household responsibilities, and, as a result of COVID-19, educating their children [10][11][12]. Parents also assumed the role of "student", as they learned how to engage their children in online instruction [4].…”

Section: Introductionmentioning

confidence: 99%

“…Such services included individualized academic instruction, occupational therapy, physical therapy, speech therapy, medical care, and direct social skills instruction [4]. Again, stress and uncertainty caused by assuming these varied, essential roles was amplified for parents of students with SD, based on the intensity of their children's needs [11].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Parent–Teacher Interactions during COVID-19: Experiences of U.S. Teachers of Students with Severe Disabilities

et al. 2022

View full text Add to dashboard Cite

In 2020, COVID-19 disrupted all aspects of society across the globe including healthcare, employment, social interactions, and education. In many parts of the world, abrupt school closures caught teachers off guard, as they were forced to immediately shift their practices from in-person to online instruction with little-to-no preparation. Furthermore, during this time, many parents of school-aged children vacillated between multiple roles associated with their employment, household caregiving activities, and supporting their children at home. These challenges were especially challenging for teachers and parents of students with severe disabilities. The purpose of this study was to explore the experiences of U.S. teachers of students with severe disabilities regarding interacting with parents during the COVID-19 pandemic, including when schools initially closed in March 2020 and then reopened in September of 2020. This manuscript outlines six key themes highlighting parent–teacher interactions: (a) parents directing school decisions, (b) teacher inability to meet parent expectations, (c) parent–teacher communication, (d) parents as teachers, (e) parent exhaustion, and (f) teacher helplessness.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Parent–Teacher Interactions during COVID-19: Experiences of U.S. Teachers of Students with Severe Disabilities

et al. 2022

View full text Add to dashboard Cite

show abstract

“…In addition, it is only verbal modeling that is provided via video conferencing formats; the participants’ children could not observe or interact with their peers as they would in the classroom. The findings highlighted decreased inclusive education and increased social isolation, confirming challenges faced by students with ESN and their families during nontraditional education (Hanreddy, 2022).…”

Section: Discussionmentioning

confidence: 72%

Parent Perceptions of Remote Instruction for Students with Extensive Support Needs

Rossetti

Lehr

Shaheen

et al. 2023

Research and Practice for Persons with Severe Disabilities

View full text Add to dashboard Cite

In the wake of the COVID-19 pandemic, schools shifted to nontraditional education overnight, disrupting learning for millions of children in the United States. Despite the broad impact of these shifts in schooling, its effects have not been uniform. How would the specialized instructional supports known to be effective in meeting the needs of students with extensive support needs (ESN) be provided remotely? We interviewed eight mothers of students with ESN to learn how nontraditional education impacted the educational experiences of students with ESN. Our findings included the overall perception that nontraditional education was highly unsuccessful and could not replace in-person learning for participants’ children. Findings also highlighted challenges participants experienced when working to support their children’s at-home learning, as well as the unexpected benefits participants reported from remote service delivery that may be considered as future recommendations of instructional practices for students with ESN.

show abstract

“…Аналогично в уязвимой позиции оказались учителя, особенно старшей возрастной группы с низким уровнем цифровой компетенции. Чрезмерная интенсификация работы учителя инициирует такие негативные последствия, как имитация деятельности, профессиональное выгорание [12].…”

unclassified

The impact of school education digitalization on its quality in the conditions of the COVID-19 pandemic

Медведева

Frolova

Rogach

2023

Informatika i obrazovanie

View full text Add to dashboard Cite

The COVID-19 pandemic has accelerated the process of digitalization of school education, the transfer of some classes to the virtual space. However, the ambiguity of the perception of the changes taking place, the high level of discussion in assessing the advantages and risks of large-scale digitalization actualizes empirical research, analysis of the opinions of the parent community. The purpose of the article is to analyze the impact of the digitalization of school education on the quality of educational services in the context of the COVID-19 pandemic. The authors used methods of generalization, classification, analysis of documents, comparative analysis. The key research method is a questionnaire survey of the population. The study was of a pilot nature and was conducted in April 2020 — the period when the pandemic provoked accelerated digitalization and, as a result, the transformation of the educational process. The risk zones for schoolchildren during the development of educational programs online are highlighted: the complication of activities, the development of stress, additional loads, a decrease in academic discipline, including the fragmentary presence or complete absence of schoolchildren in distance classes. These risks lead to a deterioration of preparation for the Unified State Exam and OGE, reduce the quality of education. The conclusion is made about the need to introduce gaming technologies, forms of psychological support to reduce the stress level of schoolchildren, the formation of accessible educational resources that provide a comfortable learning space in a distance mode. The results of the study indicate the need to strengthen the system of monitoring the educational activity of schoolchildren, which will reduce the risks of developing social and educational problems in the school environment. In conclusion, it is noted that, despite the high level of distrust of the parent community towards distance learning, digital education technologies are necessary for the transition to personalized or personality-oriented learning, but the implementation of these measures requires an integrated approach to informatization of education and transformation of the educational process.

show abstract

Distance Learning and Students With Extensive Support Needs: (Re)Defining Access to Education From a Distance

Cited by 7 publications

References 40 publications

Parent–Teacher Interactions during COVID-19: Experiences of U.S. Teachers of Students with Severe Disabilities

Parent–Teacher Interactions during COVID-19: Experiences of U.S. Teachers of Students with Severe Disabilities

Parent Perceptions of Remote Instruction for Students with Extensive Support Needs

The impact of school education digitalization on its quality in the conditions of the COVID-19 pandemic

Contact Info

Product

Resources

About