Parent Perceptions of Online School Support for Children with Disabilities

Ortiz, Kelsey; Rice, Mary; Curry, Toni; Mellard, Daryl F.; Kennedy, Kathryn

doi:10.1080/08923647.2021.1979343

Cited by 12 publications

(7 citation statements)

References 7 publications

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“…During these times, students may not have had optimal access to the curriculum. Even so, these teachers did not suppose or suggest service plans had too many services or accommodations for students, which has been a concern in pre-pandemic fully online learning (Bernstein, 2012 ; Ortiz et al, 2021 ). Instead, the teachers drew on their commitments to inclusion and advocated for students.…”

Section: Discussionmentioning

confidence: 99%

“…Other scholars, such as Bernstein ( 2012 ) have raised concerns about whether services guaranteed under IDEA ( 2004 ) are being provided as required. Research by Basham et al ( 2015 ) and Ortiz et al ( 2021 ) has suggested that there is a risk of losing articulated services with no replacements in the online setting. There is also research suggesting that some students with disabilities were already moving in a sudden manner between fully online and in person settings as a response to family crisis or agonistic incidents at school (Beck et al, 2021 ; Ortiz et al, 2021 ; Rice & Carter, 2015 ; Rice et al, 2019 ).…”

Section: Teachers’ Use Of Technologies To Support Students With Disabilitiesmentioning

confidence: 99%

“…Research by Basham et al ( 2015 ) and Ortiz et al ( 2021 ) has suggested that there is a risk of losing articulated services with no replacements in the online setting. There is also research suggesting that some students with disabilities were already moving in a sudden manner between fully online and in person settings as a response to family crisis or agonistic incidents at school (Beck et al, 2021 ; Ortiz et al, 2021 ; Rice & Carter, 2015 ; Rice et al, 2019 ). The researchers have noted that students’ need for transition support, especially when returning to the in-person setting, was not attracting enough practical or scholarly attention.…”

Section: Teachers’ Use Of Technologies To Support Students With Disabilitiesmentioning

confidence: 99%

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Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

Rice

2022

TechTrends

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When school buildings closed in Spring 2020 due to the COVID-19 pandemic, many teachers began instructing with online technologies. Schools in the United States remained obligated to provide all students access to learning under federal laws in these challenging circumstances. The purpose of this study was to learn from teachers of students with disabilities who were striving to ensure that their students would benefit from instruction using various technologies amid shifting instructional modalities. These teachers taught kindergarten, grade 3, grade, 6, and grade 10. The time periods of the study included the (1) Spring 2020 initial shutdown, (2) return to online learning in Fall 2020, (3) partial return to school buildings using a form of hybrid instruction in Spring 2021, and (4) so-called ‘return to normal’ in Fall 2021. Teachers focused their efforts on facilitating the inclusive use of technologies; evaluating and modifying digital instructional materials; and managing the tension between wanting the autonomy to choose technologies, while needing organized, sustained support. Implications of this study include considerations for the supporting teachers in sustaining the use of technologies that they enjoyed using and found useful for students.

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Section: Discussionmentioning

confidence: 99%

Section: Teachers’ Use Of Technologies To Support Students With Disabilitiesmentioning

confidence: 99%

Section: Teachers’ Use Of Technologies To Support Students With Disabilitiesmentioning

confidence: 99%

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Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

Rice

2022

TechTrends

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“…However, in online learning, parents accept additional responsibilities (Borup et al, 2013;Borup et. al., 2015;Crouse et al, 2018;Ortiz et al, 2021). In fact, Borup, et al, 2015 found that parental support centered heavily on ensuring learner self-regulation using resources and the employment of strategies.…”

Section: "Self"-regulation For Engagement In Hybrid Learningmentioning

confidence: 99%

Emergent Themes from Study of a Highly Flexible Hybrid Learning Program

Castañón,

Rice,

Filiss

2023

OLJ

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As educators increase their use of digital technologies across learning modalities, some schools are experimenting with highly flexible models of learning that maximize opportunities to support learner preferences. The perceptions of these programs by teachers, parents, and students are crucial for building and maintaining community support and securing funding for school practices that are innovative and educative. The purpose of this study was to understand the perceptions of teachers, parents, and students working in a school using hybrid learning with individualized schedules. Perceptions of the school emerged as a sense of shared responsibility and united advocacy for students. Advocacy centered on (1) making instruction accessible and (2) providing appropriate instructional support. While there was agreement across participant groups on these themes, teachers described additional workloads. Implications include the need to build a united purpose around students while also supporting teachers.

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“…Studies exploring the experiences of students enrolled in virtual schools have described shortcomings to virtual schools including limited social interaction with peers, as well as difficulties in accessing certain SEN services. Also noted is the greater parental involvement required in supporting their children's success (Burdette & Greer, 2014; Marteney & Bernadowski, 2016; Ortiz et al, 2021; Rice & Ortiz, 2023). Given the lack of choice and preparation associated with school closures and virtual learning due to COVID‐19, these challenges may potentially be magnified.…”

Section: Introductionmentioning

confidence: 99%

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Osman,

Whitley

2024

Child

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BackgroundChildren's educational experiences worldwide have been significantly impacted as a result of global school closures during the COVID‐19 pandemic of Spring 2020. A growing number of studies aim to analyse impacts of these changes on social well‐being, with limited studies placing an emphasis on the experiences of students with special educational needs (SENs). This article focusses on parent perspectives regarding impacts of school closures on social well‐being in Canadian children with SEN.MethodsThis study uses a mixed‐methods approach, drawing from both qualitative and quantitative survey data from Spring/Summer 2020. Participants (n = 263) were eligible for participation if they were a parent/guardian of a child or adolescent with an SEN. We first conducted a descriptive analysis of the key variables, namely, social well‐being, grade level of the child, internet and device availability, and the presence of other school‐aged children in the home (single child vs. multiple children). Next, we explored the relationship between these using a bivariate correlation. Finally, open‐ended responses were analysed using an inductive approach to qualitative thematic analysis.ResultsThe majority of parents expressed concern for their child's social well‐being during the Spring 2020 school closures, with increased concerns for younger children. According to parents, children experienced communication barriers to peer interaction and many experienced emotional difficulties as a result. Technology was described as critical for some in maintaining social connections. Parents raised concerns about the impact of limited peer interaction on broader social skill development, in the short and long term. A small number of participants noted feelings of relief and reduced anxiety among their children with SEN.ConclusionsFindings highlight parent views of the negative impact of the pandemic on social well‐being and the critical role in‐person schooling plays in supporting peer relationships for children with SEN.

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Parent Perceptions of Online School Support for Children with Disabilities

Cited by 12 publications

References 7 publications

Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

Emergent Themes from Study of a Highly Flexible Hybrid Learning Program

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

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