Successful School Interventions for Students with Disability During Covid-19: Empirical Evidence from Australia

Smith, Catherine A.; Tani, Massimiliano; Yates, Sophie; Dickinson, Helen

doi:10.1007/s40299-022-00659-0

Cited by 11 publications

(9 citation statements)

References 35 publications

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“…They feel less responsible to the assignment given". Follow up this statement it is very closely relevant to (Smith et al, 2022) where social support is positively dominant aspect affecting the learning outcomes. The feeling of isolation and cut off being together led to reduce students' willingness and motivation to learn.…”

Section: Resultsmentioning

confidence: 90%

“…Most of the students do not have any personal laptops and internet devices. This issue makes the condition even worst as Smith et al (2022) described as the school shut and remote learning continue to raise the negative repercussions for "Vulnerable" children such as students with disability and low-income families. In terms of providing teacher support for the use of ICT, teachers have participated in several professional development trainings by participating in ICT training in schools which are also mandatory school activities.…”

Section: Resultsmentioning

confidence: 99%

“…Although, many computer applications have been widely available, and educators positively convinced that ICT support student's formal education (Drigas & Ioannidou, 2013). In a very relevant issue proposed by Smith et al (2022) in their survey of 700 Children and Young People with Disability Australia (CYDA) revealed that most of these subjects felt forgotten in the transition to remote learning. Students with disability in special needs school are a "Vulnerable" group of learners within a pandemic context as this group of students are facing.…”

Section: Introductionmentioning

confidence: 99%

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The Enactment of Online Learning for Special Need Students during COVID 19 Pandemic: A Case Study

et al. 2022

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The present study focuses on the implement of online learning in special education and how Information and Telecommunications Technology being used to strengthen and support the achievement of learning and the learning goals at special needs junior high school students (SMPLB) Jambi. The research method used in this study is a case study where the researchers observe how the patterns and processes of online education in the learning of SMPLB students, distributing questionnaires on the use of ICT to the teachers, interviews with parents/guardians of the students, and interviews with special junior high school teacher Sri Soedewi Maschun Sofyan, S.H Jambi. The results of the research indicate that the students in special needs schools have difficulty in obtaining technology that suits with their needs in learning. The learning process cannot be carried out as expected because the teachers have difficulty in making technology-based learning materials for the students, especially for students with the deaf and the blind. Reading and writing skills are also very limited, and the student learning is very low because the online method greatly limits opportunities for direct interaction between the students and the teachers. The involvement of parental assistance is also very low because the parents do not understand how to aid with children in online learning.

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Section: Resultsmentioning

confidence: 90%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Enactment of Online Learning for Special Need Students during COVID 19 Pandemic: A Case Study

et al. 2022

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“…Even before Covid 19, children with disabilities have experienced and suffered a lot from education access inequities and learning outcomes (Smith et al, 2022). Although the pandemic affected the education system worldwide, teachers, parents and students, however, the impacts vary among students due to their natural setting, backgrounds and conditions (Masanyiwa, Mwamakula & Mhagama, 2023).…”

Section: Introductionmentioning

confidence: 99%

Access to Quality Education among Students with Special Needs amidst Covid-19: A Review on Challenges and Prospects

Mwamakula

2024

East Afr. j. educ. stud.

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The COVID-19 pandemic created chaos in education management systems as well as teaching and learning across the world. It led to limited global interactions, lockdowns and school closures, which transformed the routine face-to-face to an online mode of teaching and learning. Although all schools, teachers and students were affected, children with special needs suffered a lot in their continuing learning struggles. This systematic review explored 25 papers to create further understanding and interpretations across studies and countries on COVID-19 challenges and prospects for special needs education. The study found that access to education among students with special needs amid Covid 19 was challenging and demanding in terms of resources, teachers’ innovation and creativity as well as community support. The pandemic disrupted normal learning leading to learning loss. Teachers, parents and students with special needs were found to be unprepared for learning continuity during emergencies. Although online learning turned to normal learning, it was insufficient due to technological disparities and the remoteness of some homes. Learning from home is evidenced to be ineffective in less developed areas as it leads to a digital divide among learners. The study has implications for creating awareness, preparedness and capacities for teachers and parents of children with special needs to be flexible, creative and ready to deliver quality teaching and learning during emergencies, bearing in mind that there is no single initiative that fits all emergencies

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“…In addition, students were more exposed to the risk of suffering mental health, well-being, and psychosocial problems due to the lack of opportunities to acquire assistance when required [ 5 , 6 ]. Also, students with learning disabilities who required specific academic support faced disruption due to the pandemic situation, resulting in more inequality [ 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Learning loss and psychosocial issues among Thai students amidst the COVID-19 pandemic: the perspectives of teachers in the online classroom

Suwathanpornkul,

Sarnkhaowkhom,

Tulmethakaan

et al. 2023

BMC Psychol

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Background The COVID-19 pandemic has had a broad influence on health and society across the globe, especially on the education sector as its educators have had to continue the provision of teaching and learning opportunities to their students online in the midst of pandemic. This has led to learning loss and psychological health issues among students, which is now being recognized worldwide. This study aims to explore the perceptions, perspectives, and experiences of teachers with regards to learning loss and psychological health issues among students during the COVID-19 pandemic in Thailand. Methods Descriptive qualitative research was employed to gain a richer understanding of this interesting phenomenon. The experiences of twelve primary and secondary teachers were looked into by dividing them into several focus groups and interviewing them through video conferencing. All interviews were recorded, transcribed and analyzed through the use of content analysis. Results The findings that include the perceptions, perspectives, and experiences among teachers focused on three main themes, which are teaching and Learning during the COVID-19 pandemic, learning loss caused by the COVID-19 pandemic, and support to deal with the psychosocial issues during the COVID-19 pandemic. These are then divided into fifteen sub themes. Conclusions Through these findings, this study is able to provide an understanding of the perceptions, perspectives, and experiences of teachers regarding learning loss and psychosocial issues among students during the COVID-19 pandemic in Thailand. It also highlights the psychological issues that were met, the social and family support offered, ways how learning loss among students could have been prevented in the midst of the pandemic, and finally suggests what the education administrators and healthcare or public health sector administrators can do to enhance the quality of education and resilience skills of the students during and after the pandemic.

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Successful School Interventions for Students with Disability During Covid-19: Empirical Evidence from Australia

Cited by 11 publications

References 35 publications

The Enactment of Online Learning for Special Need Students during COVID 19 Pandemic: A Case Study

The Enactment of Online Learning for Special Need Students during COVID 19 Pandemic: A Case Study

Access to Quality Education among Students with Special Needs amidst Covid-19: A Review on Challenges and Prospects

Learning loss and psychosocial issues among Thai students amidst the COVID-19 pandemic: the perspectives of teachers in the online classroom

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