The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects

Sancho, Naiara Berasategi; Mondragón, Nahia Idoiaga; Santamaría, María Dosil; Gorrotxategi, Maitane Picaza

doi:10.1080/08856257.2021.1949093

Cited by 31 publications

(26 citation statements)

References 34 publications

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“…While difficulties were found across a range of internalizing and externalizing symptoms, their behavior was more likely to be affected than their emotional state. Our findings agree with the studies that found that children with SEN were more likely to have elevated rates of emotional and behavior difficulties during the lockdown (Nonweiler et al, 2020;Tso et al, 2020;Asbury et al, 2021;Berasategi Sancho et al, 2021;CO-SPACE, 2021;Family Fund, 2021). Because pre-pandemic prevalence of mental health difficulties in England is higher among children with SEN (McGinnity et al, 2005; Office for National Statistics, 2021) it is unclear whether the increased behavioral problems of children with SEN in our sample was the result of the lockdown or pre-pandemic poor mental health.…”

Section: Discussionsupporting

confidence: 92%

“…It has been suggested that these disruptions had had a negative impact on the wellbeing of children with SEND, because they thrive on predictable routines and consistent schedules (Narzisi, 2020;Toseeb et al, 2020). For instance, a study of a small sample of Spanish children with SEND (n = 38) aged between 2 and 12 years old found that most children were overusing technology and screens (81.5%), engaging in little physical exercise (57.9%), and were eating more (86.9%) than usual during the lockdown (Berasategi Sancho et al, 2021). Another study of a sample of Canadian children (mean age: 11.7) found that while children with an autistic spectrum disorder (ASD) used screens as much as children in a community sample during the lockdown, there was a significantly steeper increase in change in screen use time with age for the community sample compared to the ASD sample (Cardy et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

et al. 2022

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The implementation of social distancing measures (e.g., school closures) by governments worldwide to prevent the spread of COVID-19 has affected millions of children and their families. However, the consequences of such measures on the wellbeing of children with special educational needs (SEN) and their caregivers are not fully understood. The present study examined the socioemotional wellbeing and daily habits of children between 5 and 12 years old with SEN during the first national COVID-19 lockdown in the United Kingdom. Participants were 995 caregivers between 18 and 61 years old living in the United Kingdom who completed a 20 -min electronic survey on child and family wellbeing distributed via social networks between July and August 2020. The findings showed that children with SEN were more likely to experience more emotional and behavioral difficulties during the lockdown than children without SEN. Children with SEN but without mental health difficulties did not have more behavior difficulties during the lockdown than children without SEN. There was a significant increase in screen time and decrease in sleep time for children with and without SEN during the lockdown, but children with SEN were using screens more often than children without SEN both before and during the lockdown. Finally, caregivers with children with SEN reported more difficulty with the confinement than caregivers with children without SEN, but caregiver and child poor mental health were likely to explain the difference. The findings show that the wellbeing of children with SEN was more likely to be negatively affected by the lockdown than the wellbeing of children without SEN. Caregiver and child mental health were likely to explain the differences.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

et al. 2022

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“…When the literature is examined, it can be seen that predominantly it was teachers' views that were reported on during the education and training process applied during the COVID-19 process (Asri et al, 2021;Jarino et al, 2021;Lapada et al, 2020;Parmigiani et al, 2021;Vu et al, 2020). Similarly, some studies reported on the parents' views (Asbury et al, 2021;Berasategi Sancho et al, 2021;Garbe et al, 2020;Parczewska, 2020;Yazcayir & Gurgur, 2021) and teachers' views in the case of inclusive education (Page et al, 2021). However, no studies have been found that considered the comparative views of both parents and teachers regarding problems faced by students with special needs during the distance education process applied during the pandemic.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Examining the Problems Faced by Students with Special Needs in the Distance Education Process during the COVID-19 Pandemic

Yüksel¹,

Çoban²,

Yazıcı³

2021

EDUPIJ

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Background/purpose -In this study, we examined the problems faced by students with special needs in the distance education process in Turkey from the perspectives of their parents and teachers.Materials/methods -We used case study in this research. Our study group consisted of seven parent-teacher pairs. We used a demographic information form and standardized interview forms. Our analysis technique was content analysis.Results -From the standardized interviews, it was determined that the developmental problems observed by parents and teachers in children were in the areas of academic, socioemotional, and language development. In contrast, instructional problems were generally related to class participation. Conclusion-As a result of the research, we have seen that children with special needs face problems in their academic, social skills, and language development. It was determined that inclusive students experienced difficulties in their usage of technology, participating in online classes, and maintaining their attention.

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“…In addition to pupils' motivation and engagement, other issues have also been investigated in research on the effects of the Corona pandemic. Berasategi Sancho et al (2021) distributed a survey to 1,225 parents in Spain, of which 3% (n = 38) had children with SEN. According to parents, these children experienced increases in negative emotions, such as feeling nervous, angry, and sad.…”

Section: Introductionmentioning

confidence: 99%

Accommodating Students With Special Educational Needs During School Closures Due to the COVID-19 Pandemic in Norway: Perceptions of Teachers and Students

2022

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The purpose of the two interrelated studies reported here was to explore the approaches that schools and teachers adopted to accommodate students with special educational needs (SEN) during school closings in Norway, as well as the consequences of the pandemic for children with SEN and their peers. Study 1 was a mixed-methods case study of a lower-secondary school in which students with SEN (n= 14) and students performing at or above grade-level (n= 66) completed a survey about their experiences. Survey results were then used as a starting point for follow-up interviews with four teachers and the school principal to explore how they dealt with pandemic restrictions and supported students with SEN. Study 2 is based on a survey of teachers from 10 schools (n= 128) who were participating in a professional development course on the use of educational technology when pandemic restrictions were enacted. Findings from both studies indicate that teachers and pupils are most concerned about the social and emotional consequences of the pandemic and report that distance learning worked poorly for pupils with SEN. For this reason, many students with SEN were provided with teaching at school while their classmates remained at home. Overall, teachers and students believe that they coped well given the circumstances and that the long-term impact on most students will be minimal. However, findings from both studies point to areas of concern for students with SEN and other pupils who were already struggling prior to the shutdown, citing a failure to meet the needs of these students through digital home-schooling and a loss of the support that students have a legal right to receive.

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The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects

Cited by 31 publications

References 34 publications

Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom

Examining the Problems Faced by Students with Special Needs in the Distance Education Process during the COVID-19 Pandemic

Accommodating Students With Special Educational Needs During School Closures Due to the COVID-19 Pandemic in Norway: Perceptions of Teachers and Students

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