Parents of children with special educational needs’ shared work in fully online learning

Rice, Mary; Ortiz, Kelsey

doi:10.1080/15391523.2022.2030269

Cited by 9 publications

(5 citation statements)

References 28 publications

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“…In fact, Borup, et al, 2015 found that parental support centered heavily on ensuring learner self-regulation using resources and the employment of strategies. For children who have been identified with disabilities, parents advocate for children to be allowed into the online setting and to benefit from it, including efforts parents make to facilitate interaction with peers online (Rice & Ortiz, 2022). However, online teachers report that they are the ones doing yeoman's work monitoring and supervising to keep children "self"regulated so they can engage (Stevens & Rice, 2016;Crouse et al, 2018).…”

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

confidence: 99%

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

confidence: 99%

“…Accessibility issues where students cannot find, read, or use materials is a primary course of frustration when working online (Alvarado-Alcantar et al, 2020;Crouse et al, 2018;Rice & Ortiz, 2022). Schmidt (2013) noted the frustration of trying to get help online when it is unavailable.…”

Section: Online Frustrationmentioning

confidence: 99%

Emergent Themes from Study of a Highly Flexible Hybrid Learning Program

Castañón,

Rice,

Filiss

2023

OLJ

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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%

“…Some children, including those with SEN, were already learning online prior to the pandemic. In the United States, for example, a mix of public and for‐fee virtual schools have been offered for several years and have often been chosen by parents of students with disabilities seeking better access to services than those available through traditional public schools (Rice & Ortiz, 2023). While accounting for a very small proportion of students nationally (0.6–1.0%; Digital Learning Collaborative, 2019), enrolments were steadily increasing pre‐COVID and have increased at a much faster pace since (U.S. Government Accountability Office, 2022).…”

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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“…Oftentimes the adult overseeing the technologies used in this way is a teacher (Boot, Dinsmore, Khasnabis, & MacLachlan, 2017; Neca, Borges, & Pinto, 2020). In cases where students are learning in fully online or remote settings, this adult might also be an on-site mentor, parent, or another caregiver who again, is usually assumed to be a white woman (Rice & Ortiz, 2021, 2022). Such understandings unfold within technofeminist conceptions where social identities, such as gender are regarded to play a role in one’s relationships with technologies (Barad, 1998; Wajcman, 2010).…”

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confidence: 99%

Special Education Teachers’ Entangled Agencies, Intersectional Identities, and Commitments to Equity and Inclusion

Rice

Smith²

2022

J Spec Educ Technol

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Special education technology and its use has largely focused on student concerns with accessing instruction. Where teachers have received attention, it has focused on classroom practices and their understanding of how to use technologies to support students. While some conversations have recently turned to the importance of student identities regarding technologies in special education, the identities of special education teachers in relation to technology use has received less attention. This study takes a narrative inquiry approach to describe a special education teacher who claimed multiple intersecting cultural/ethnic identities and a disability status. The findings from this 2-year engagement highlight how the teacher grappled with using technologies, not just for student learning, but for broader commitments to justice in special education contexts. Implications of this study elaborate on the need to plan special education teacher preparation and support for technologies that honors commitments to equity.

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Parents of children with special educational needs’ shared work in fully online learning

Cited by 9 publications

References 28 publications

Emergent Themes from Study of a Highly Flexible Hybrid Learning Program

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

Special Education Teachers’ Entangled Agencies, Intersectional Identities, and Commitments to Equity and Inclusion

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