Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities DOI Creative Commons
Kirsty Young, Teena Clerke

Current Developmental Disorders Reports, Journal Year: 2024, Volume and Issue: 11(1), P. 52 - 61

Published: Feb. 1, 2024

Abstract Purpose of Review Periods transition for children and adolescents with disability are complex but usually anticipated. The COVID-19 pandemic resulted in an unexpected to online learning at home students. This review examines the literature on students disabilities K–12 education during identifies challenges perceived benefits that emerged these inform future planned or unplanned transitions learning. Recent Findings Thirty-one articles met inclusion criteria. Overall, generated significant social technical disability—ranging from inadequate socialisation engagement issues technological barriers. There were also notable benefits. For some students, this included fewer pressures, improvements mental health development personal skills such as resilience. Parent caregiver participation tasks was crucial, often leading deeper insights into preferences needs ability tailor customise activities. a need inclusive research methods actively involve their experiences. Furthermore, predominant focus boys lack representation specific types support suggest larger studies should strive more diverse representative sample disability. Summary Challenges reveal much about disruptive impact exacted school-aged families. Greater attention increasing access technologies required is needed. findings can be applied adaptation existing, implementation new modalities, accommodations promote education. Future explore approach identify longer-term impacts cohorts ways schools plan effective event other disaster requiring school closures.

Language: Английский

Lessons From the COVID-19 Unplanned Transition to Online Learning at Home for Students With Disability: Socialisation, Technology, Education and Future Research Opportunities DOI Creative Commons
Kirsty Young, Teena Clerke

Current Developmental Disorders Reports, Journal Year: 2024, Volume and Issue: 11(1), P. 52 - 61

Published: Feb. 1, 2024

Abstract Purpose of Review Periods transition for children and adolescents with disability are complex but usually anticipated. The COVID-19 pandemic resulted in an unexpected to online learning at home students. This review examines the literature on students disabilities K–12 education during identifies challenges perceived benefits that emerged these inform future planned or unplanned transitions learning. Recent Findings Thirty-one articles met inclusion criteria. Overall, generated significant social technical disability—ranging from inadequate socialisation engagement issues technological barriers. There were also notable benefits. For some students, this included fewer pressures, improvements mental health development personal skills such as resilience. Parent caregiver participation tasks was crucial, often leading deeper insights into preferences needs ability tailor customise activities. a need inclusive research methods actively involve their experiences. Furthermore, predominant focus boys lack representation specific types support suggest larger studies should strive more diverse representative sample disability. Summary Challenges reveal much about disruptive impact exacted school-aged families. Greater attention increasing access technologies required is needed. findings can be applied adaptation existing, implementation new modalities, accommodations promote education. Future explore approach identify longer-term impacts cohorts ways schools plan effective event other disaster requiring school closures.

Language: Английский

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