Parents’ strategies for home educating their children with Autism Spectrum Disorder during the COVID-19 period in Zimbabwe

Majoko, Tawanda; Dudu, Annah

doi:10.1080/20473869.2020.1803025

Cited by 44 publications

(68 citation statements)

References 9 publications

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“…Families emphasized that their children were happier and stress was reduced due to the counseling support. This result also supports the results of research conducted in the literature (MAJOKO & DUDU, 2020;CAHAPAY, 2020;NARZISI, 2020). Majoko & Dudu (2020) stated in their study that the complementary roles of parents and all family members in homeschooling children with ASD during the period when they had to stay at home due to the pandemic facilitated the transition of these children from school to routine activities at home.…”

Section: Table 1 the Difficulties Of Families In The Distance Education Process And Solutionssupporting

confidence: 87%

“…This result also supports the results of research conducted in the literature (MAJOKO & DUDU, 2020;CAHAPAY, 2020;NARZISI, 2020). Majoko & Dudu (2020) stated in their study that the complementary roles of parents and all family members in homeschooling children with ASD during the period when they had to stay at home due to the pandemic facilitated the transition of these children from school to routine activities at home. The researchers also stated that the fact that parents interacted online, both among themselves and with their children's teachers and therapists, and received support from them helped children to develop an awareness of this COVID-19 period and relevant safety measures.…”

Section: Table 1 the Difficulties Of Families In The Distance Education Process And Solutionssupporting

confidence: 87%

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The impact of pandemic process on special education in Cyprus

Gökbulut

Yeniasır

2021

Laplage

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In this paper, the education programs offered to students with special needs in the online distance education format during the Covid-19 pandemic period in TRNC and the online family guidance/counseling services offered to their families were evaluated from the perspective of the families. In the study, the data obtained follow a parallel course with other studies in the literature. In studies on the academic support provided by families for children and family participation in learning processes, the relation between family involvement at home and at school and academic success was revealed, which is also the case in this study. In addition, family involvement was determined as an essential predictor of the school success of students, and it was emphasized that increasing family participation would help education reach higher standards and students encounter alternative opportunities.

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Section: Table 1 the Difficulties Of Families In The Distance Education Process And Solutionssupporting

confidence: 87%

Section: Table 1 the Difficulties Of Families In The Distance Education Process And Solutionssupporting

confidence: 87%

The impact of pandemic process on special education in Cyprus

Gökbulut

Yeniasır

2021

Laplage

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“…Hampir seluruh sistem pendidikan tutup sementara karena pandemi COVID-19 (Cahapay, 2020 ;Majoko & Dudu, 2020). Keputusan pemerintah untuk menutup lembaga sekolah secara serentak berdampak pada perubahan sistem pembelajaran di sekolah secara cepat dan ini membuat kesulitan bagi banyak pihak sekolah, orang tua dan juga anak.…”

Section: Pendahuluanunclassified

Keterlibatan Orang Tua dalam Mendampingi Anak Usia Dini Belajar dari Rumah di Masa Pandemi Covid-19

Agustina

Dhieni

Hapidin

2021

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Keterlibatan oarngtua dalam mendampingi belajar di rumah terbukti dapat meningkatkan prestasi anak. Artikel ini bertujuan untuk memberikan gambaran keterlibatan orangtua dalam mendampingi anak belajar di rumah selama pandemi berlangsung. Lima orangtua anak di Jakarta Timur, Indonesia menjadi partisipan yang dipilih melalui teknik purposive sampling. Teknik pengumpulan data yang digunakan menggunakan wawancara dan doumentasi. Data yang diperoleh kemudian dianalisis menggunakan AFI (Analisis Fenomenologi Intrepretatif). Penelitian ini menghasilkan lima tema utama yang berkaitan dengan keterlibatan orangtua yakni: : 1) gambaran pola asuh orang tua di rumah, 2) gambaran komunikasi orang tua dengan anak dan guru, 3) upaya orangtua dalam mendampingi anak belajar, 4) gambaran sikap orang tua dalam pengambilan keputusan, dan 5) gambaran kerjasama orang tua, anak dan guru. Hasil penelitian ini dapat menjadi pandangan bagi orangtua ketika mendampingi anak belajar di rumah selama pandemi.

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“…numbers As examples, initial quantitative evidence related to autism has quickly become available from China [4] , Italy [5] , the UK [6] , the USA [7] , Australia [8] , Saudi Arabia [9] , Iran [10] , or Japan [11] , and further qualitative research was reported from the Philippines [12] , Zimbabwe [13] , or Peru [14] . Topics were diverse.…”

Section: Regional and Temporal Factorsmentioning

confidence: 99%

Psychosocial and Behavioural Effects of the COVID-19 Pandemic on Children with Autism and their Families: A Systematic Review and Initial Data from a Multinational Online Survey

Schneider¹,

Kowallik²,

Schweinberger³

et al. 2021

Preprint

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Background: Since COVID-19 has become pandemic, everyday life has seen dramatic changes affecting individuals, families, and children with and without autism. These entail, among other things, more time at home, digital forms of communication, school closures, and reduced support and intervention. Aim: Here we aim to systematically assess the effects of the pandemic on autistic and neurotypical (NT) children, and pursue a pre-registered hypothesis suggested by initial observations that some children with autism might respond comparatively well to a situation of constrained, predictable, and digital social communication during the pandemic. Methods: We provide a systematic review of current relevant work, including 76 papers selected from a database search until February 1, 2021. We then report survey data from several countries assessing activities, well-being (PedsQLTM), and social life in families with autism, and their respective change at various stages of the pandemic. We focus on differences between children with and without autism from within the same families, and on different outcomes for children with high- or low-functioning autism. Results: While children with autism scored lower in emotional and social functioning than their NT siblings, comparable decreases in well-being and increases in anxiety were seen for both groups, compared to before the pandemic. By contrast, decreases in adaptability were significantly more pronounced in autistic than NT children. Preliminary results suggest that changes were comparable for children with high- and low-functional autism overall, but individual differences prevail. Conclusions: Overall, although individual families do report some positive effects of pandemic restrictions, our data give no clear evidence that these generalize across children with autism, or even just to children with high-functioning autism. We discuss significant challenges for children with and without autism that need to be addressed to protect childrens’ well-being under pandemic conditions but also point to potential in the present situation that could be used towards social participation and success in older children and young adults with autism.

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Parents’ strategies for home educating their children with Autism Spectrum Disorder during the COVID-19 period in Zimbabwe

Cited by 44 publications

References 9 publications

The impact of pandemic process on special education in Cyprus

The impact of pandemic process on special education in Cyprus

Keterlibatan Orang Tua dalam Mendampingi Anak Usia Dini Belajar dari Rumah di Masa Pandemi Covid-19

Psychosocial and Behavioural Effects of the COVID-19 Pandemic on Children with Autism and their Families: A Systematic Review and Initial Data from a Multinational Online Survey

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