“This will likely affect his entire life”: Parents’ views of special education services during COVID-19

Sonnenschein, Susan; Stites, Michele L.; Grossman, Julie; Galczyk, Samantha H.

doi:10.1016/j.ijer.2022.101941

Cited by 25 publications

(24 citation statements)

References 41 publications

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“…15 , 16 Students who receive special education services or have underlying health conditions, in particular, might require dedicated support from staff (e.g., paraprofessionals who provide 1-1 support) and might be more acutely impacted by staff shortages. 17 , 18 Staff shortages might have also contributed to schools’ inability to provide adequate virtual supports and accommodations. 3 A frequently reported home-based challenge, and the only challenge in the study to differ significantly by school locale, was non-existent or insufficient home internet access.…”

Section: Discussionmentioning

confidence: 99%

Challenges experienced by U.S. K-12 public schools in serving students with special education needs or underlying health conditions during the COVID-19 pandemic and strategies for improved accessibility

Spencer

Timpe

Verlenden

et al. 2023

Disability and Health Journal

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Section: Discussionmentioning

confidence: 99%

Challenges experienced by U.S. K-12 public schools in serving students with special education needs or underlying health conditions during the COVID-19 pandemic and strategies for improved accessibility

Spencer

Timpe

Verlenden

et al. 2023

Disability and Health Journal

View full text Add to dashboard Cite

“…Looking at the above argument, it can be concluded that lack of ICT infrastructure, lack of investment, poverty, and inaccessibility of ICT tools, and lack of ICT skills (to create and use e-teaching and e-learning content) were the main reasons why the government could not provide e-services to students during the quarantine. Sonnenschein et. al.…”

Section: Discussionmentioning

confidence: 99%

Psycholinguistic dimensions of personal interaction between subjects of educational space in the context of the COVID-19 pandemic

Truba¹,

Boyko²,

Rakhimova³

et al. 2022

revtee

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The study aimed to analyze the psycholinguistic dimension of the personal interaction of the subjects of the educational space in the conditions of the COVID-19 pandemic. For this purpose, a model was built to assess the influence of distance learning in an electronic environment or other unconscious forms on the effectiveness of school education. Through the study, the main factors influencing the effectiveness of learning at the school, class, and individual level (students, teachers, and parents) were identified and analyzed. A logical assessment framework model was created linking the resource provision of the educational distance process, organization and flow of learning processes, accessibility of the system of adaptation, and support for learning and achievement of results for students, teachers, parents, and school. The study provides an opportunity for a broader diagnosis of the effectiveness of education in the education system. It can facilitate data-driven decision-making to ensure adaptability and improve the effectiveness of the educational process to reduce inequality, ensure equal opportunities for quality education, ensure the sustainability of acquired knowledge and skills, and reduce the risk of dropping out of school in the context of the COVID-19 pandemic.

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“…However, according to the family risk model (Snowling et al, 2007), parents of low-literate children often have low literacy skills themselves and may be unable to help if schools are closed. Finally, reports from parent surveys during the pandemic have revealed that parents were particularly concerned for the academic growth of children with learning difficulties because they did not feel well equipped to replace the expert teachers in providing instruction to their children (e.g., Garbe et al, 2020;Sonnenschein et al, 2022;Thorell et al, 2021). Because much of the teaching of these children fell on parents' shoulders when the schools closed, examining the role of different parental factors (e.g., frequency of home learning activities, access to literacy resources) in at-risk children's reading performance is important.…”

Section: Home Literacy Environment and Children's Reading Performancementioning

confidence: 99%

Home and school interventions aided at-risk students’ literacy during Covid-19: a longitudinal analysis

et al. 2022

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We examined whether different parent-and teacher-related factors had an effect on at-risk children's reading development during the first six months of the Covid-19 pandemic. Seventy Grade 1 English-speaking Canadian children (28 females, 42 males; M age = 6.60, SD = 0.46) who were at-risk for reading difficulties were administered word and pseudoword reading, nonverbal IQ, and phonological awareness tasks before the school closures (February 2020; Time 1). Reading tasks were administered again when they returned to school in September 2020 (Time 2). In April-May 2020, their parents (n = 70) and teachers (n = 40) filled out a questionnaire on the home literacy environment and the frequency of teaching reading and providing reading materials, respectively. Results of multilevel regression analyses showed that children's reading enjoyment and home learning activities predicted both word and pseudoword reading at Time 2. Differentiation of instruction for struggling readers also predicted children's pseudoword reading at Time 2. These findings reinforce the important role of parents in their children's early reading development particularly when the typical agents of instruction (i.e., teachers) have less time and opportunities to interact with their students because of the pandemic.

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“This will likely affect his entire life”: Parents’ views of special education services during COVID-19

Cited by 25 publications

References 41 publications

Challenges experienced by U.S. K-12 public schools in serving students with special education needs or underlying health conditions during the COVID-19 pandemic and strategies for improved accessibility

Challenges experienced by U.S. K-12 public schools in serving students with special education needs or underlying health conditions during the COVID-19 pandemic and strategies for improved accessibility

Psycholinguistic dimensions of personal interaction between subjects of educational space in the context of the COVID-19 pandemic

Home and school interventions aided at-risk students’ literacy during Covid-19: a longitudinal analysis

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