Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown

Pihlainen, Kaisa; Turunen, Serja; Melasalmi, Anitta; Koskela, Teija

doi:10.1080/08856257.2022.2159280

Cited by 4 publications

(4 citation statements)

References 32 publications

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“…Similar to this result, Parmigiani et al (2021) aimed to investigate how classroom and special education teachers organise inclusive online teaching/learning strategies and practices in the ERT process that emerged due to COVID-19. Similar to the result of the study, Pihlainen et al (2023) focused on parents' perspectives on the basic psychological needs of their children with special needs, such as competence, autonomy, and relationships concerning the education of their children with special needs in the ERT process; it was concluded that some parents found the traditional school environment noisy and restless and that learning in a peaceful home environment supports children to concentrate, progress and learn at their own pace.…”

Section: Discussionmentioning

confidence: 70%

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

BİLGİÇ

2023

Sakarya University Journal of Education

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The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

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Section: Discussionmentioning

confidence: 70%

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

BİLGİÇ

2023

Sakarya University Journal of Education

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“…The need for this synergy is further supported by Mann and Gilmore ( 2021), who point out potential barriers in forming constructive parent-teacher partnerships, thereby emphasizing the necessity for more integrated efforts in inclusive educational contexts. The program proposed in the current study to mediate the dynamics between parents, psychologists, and teachers is reflected in findings by Pihlainen et al (2022). Further, the focus on parental competencies during the unique challenges posed by the COVID-19 lockdown aligns with the objectives of the program designed in this study.…”

Section: Discussionmentioning

confidence: 71%

“…The program proposed in the current study to mediate the dynamics between parents, psychologists, and teachers is reflected in findings by Pihlainen et al ( 2022 ). Further, the focus on parental competencies during the unique challenges posed by the COVID-19 lockdown aligns with the objectives of the program designed in this study.…”

Section: Discussionmentioning

confidence: 92%

Psychological and Pedagogical Support for Parents of Children with Special Educational Needs

Issabayeva,

Sapargaliyeva,

Shubayeva

et al. 2024

Continuity in Education

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This study primarily aimed to develop a program that aids parents of children with Special Educational Needs (SEN), placing emphasis on the challenges encountered in communication and understanding. The Eidemiller and Justizkis’s ( 2008 ) Family Relationship Analysis (FRA) served as the core method of the research. As inclusive education progresses, new challenges incessantly emerge necessitating immediate effective solutions. This research spotlights the triad of teachers, psychologists, and parents. A cornerstone of this research is the emphasis on nurturing a unique bond between school psychologists or teachers and parents. This bond should be anchored in mutual trust, motivation, and a conducive psychological environment. The overarching goal is to boost parental motivation, alleviate concerns linked to the child’s condition, reinforce family relationships, and cultivate a positive enabling environment for the child. The study culminated in the rollout of a tailored program connecting parents with educational professionals. This program encompassed lectures and exercises delving into understanding challenges, coupled with innovative methods like fairy tale activities and initiatives to foster tolerance. Feedback indicated a notable positive impact on parents. The research underscores the necessity of fostering parental confidence and assuaging fears regarding their child’s condition. In this context, the influence of peers and friends on the development of inclusive education should be considered in future studies.

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“…A szorongás csökkentette annak a valószínűségét, hogy a szülők jól interpretálják a gyerekek reakcióit és arra érzékenyen és hatékonyan tudjanak reagálni. Értelmi fogyatékossággal élő gyerekeket nevelő szülők arról számoltak be, hogy számukra a pandémia szinte nem is különbözött a megelőző időszakoktól, hiszen már korábban is elszigetelődtek, a tá- 49 Embregts et al, 2021.;Pihlainen et al, A szülői és családi megküzdési stratégiák (coping strategies) jelentőségét több kutatás is megerősítette. A reziliencia azokban a családokban volt magas, ahol a szülők magasabb önbizalommal bírtak, magasabb énhatékonyságról számoltak be 56 , a másik szülőre vagy egyéb családtagra támaszkodhattak, valamint ahol a szülők és a gyerekek között a pandémiát megelőzően is szorosnak ítélték meg a kapcsolatot 57 .…”

Section: A Gyerekek Mentális Egészsége éS Jólléteunclassified

A fogyatékossággal élő, valamint sajátos nevelési igényű gyerekek és családjaik helyzete a COVID-19 járvány idején Európában

Menich

2024

RKKPT

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The COVID-19 pandemic and the protective-restrictive measures did not affect different social groups equally. This study focuses on the situation of European families with children with disabilities during the pandemic. Based on a scoping review, the following dimensions were identified: (1) Routines disappearing: the impact of the COVID-19 pandemic on the daily lives of children and their caregivers; (2) The impact and consequences of distance learning and online education on children and parents; (3) (The lack of) Remote services: availability of social, health and rehabilitation services during the lockdown periods; (4) The emergence of the so-called 'COVID-worry': the impact of the COVID-19 pandemic and its aftermath on the mental health and well-being of children and their caregivers.

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Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown

Cited by 4 publications

References 32 publications

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

Psychological and Pedagogical Support for Parents of Children with Special Educational Needs

A fogyatékossággal élő, valamint sajátos nevelési igényű gyerekek és családjaik helyzete a COVID-19 járvány idején Európában

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