‘Trying to stay afloat’: Education professionals' perspectives on the impact of the COVID‐19 pandemic on children with special educational needs and disabilities

Journal of Research in Special Educational Needs, Journal Year: 2024, Volume and Issue: 24(3), P. 492 - 504

Published: Jan. 30, 2024

Abstract This study aimed to investigate the experiences of education professionals in their efforts provide and support children with special educational needs disabilities (SEND) amid COVID‐19 pandemic, gain insights into perceived repercussions pandemic‐related restrictions on development overall wellbeing these children. Mixed‐methods surveys ( N = 100) semi‐structured qualitative interviews 6) were utilised. Data analysed using descriptive statistics thematic analysis. Findings indicate substantial challenges faced by delivering appropriate effective well‐being SEND during periods school ‘closures’, resulting hindered academic progression adverse impacts SEND, families themselves. It is vital that strategies training are implemented, addition further research establish what would be most beneficial for all teachers, particularly those supporting SEND.

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

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

---

Parent carer and disabled young people’s perspectives on the impacts of changes to service provision for children and young people in England during the COVID-19 pandemic: a qualitative study

BMJ Open, Journal Year: 2024, Volume and Issue: 14(11), P. e085144 - e085144

Published: Nov. 1, 2024

Objectives In England, the delivery of health, education and social care services changed substantially during COVID-19. Some closed, some had reduced capacity there was a shift to use telehealth. This study aimed understand how families children young people with neurodisability experienced these service changes, what did or not work well for them impact changes on them. Design Qualitative parent carers (aged 0–19 years) accessing children’s education-based COVID-19 pandemic. Setting Participants were recruited from five local authority areas in England interviewed via telephone and/or video call. 48 (45 mothers, three fathers) nine 8–16 years). Across 55 (43 males, 12 females), ranging 3 19 years. Children range diagnoses, including autism, attention deficit hyperactivity disorder, cerebral palsy, genetic conditions epilepsy. Nine years; eight one female) interviewed; two individually, focus group four their carer. Results Four themes identified: (1) communication (2) access pandemic, (3) impacts (4) learning future emergencies resetting services. Communication reported as poor confusing. Access pandemic varied. Medical continued least disruption; therapeutic, severely disrupted. Service detrimental coping high levels medical physical behavioural support. Young negative change physical, mental health. Conclusions Services require person-led, family centred approach strong multidisciplinary team working. Findings indicated need improved within between services, people. Planning needs factor specific health maintain particular, those accessed through schools.

Language: Английский

---

Parent perceptions of social well‐being in children with special educational needs during COVID‐19: A mixed‐methods analysis

Child Care Health and Development, Journal Year: 2024, Volume and Issue: 50(3)

Published: April 10, 2024

Abstract Background Children's educational experiences worldwide have been significantly impacted as a result of global school closures during the COVID‐19 pandemic Spring 2020. A growing number studies aim to analyse impacts these changes on social well‐being, with limited placing an emphasis students special needs (SENs). This article focusses parent perspectives regarding well‐being in Canadian children SEN. Methods study uses mixed‐methods approach, drawing from both qualitative and quantitative survey data Spring/Summer Participants ( n = 263) were eligible for participation if they parent/guardian child or adolescent We first conducted descriptive analysis key variables, namely, grade level child, internet device availability, presence other school‐aged home (single vs. multiple children). Next, we explored relationship between using bivariate correlation. Finally, open‐ended responses analysed inductive approach thematic analysis. Results The majority parents expressed concern their child's 2020 closures, increased concerns younger children. According parents, experienced communication barriers peer interaction many emotional difficulties result. Technology was described critical some maintaining connections. Parents raised about impact broader skill development, short long term. small participants noted feelings relief reduced anxiety among Conclusions Findings highlight views negative role in‐person schooling plays supporting relationships

Language: Английский

---

Impact of COVID‐19 lockdown in England on challenging behaviour and adaptive skills for children in a special school: A longitudinal study

British Educational Research Journal, Journal Year: 2024, Volume and Issue: 50(4), P. 1765 - 1783

Published: March 4, 2024

Abstract Longitudinal research is crucial to fully assess the putative impact of COVID‐19 pandemic on children with an intellectual disability in special school settings—ideally drawing data pre‐pandemic be able evaluate later impact. Data challenging behaviour and adaptive skills were collected annually for 348 students one across four time points point post‐pandemic. analysed using multilevel models repeated observations over five points. There was a decrease aggressive destructive behaviours at post‐pandemic point, after accounting other important covariates. no evidence change stereotyped or self‐injurious behaviours. Other longitudinal methods rare, but current findings are consistent previous reporting young people, particularly from parent reports. Future considerations schools include adopting appropriate strategies support learners reintegrate back into education. Further needed look longer‐term disability.

Language: Английский

---

Accumulating harm and waiting for crisis: Parents perspectives of accessing Child and Adolescent Mental Health Services for their autistic child experiencing mental health difficulties

medRxiv (Cold Spring Harbor Laboratory), Journal Year: 2024, Volume and Issue: unknown

Published: April 13, 2024

Background Autistic children and young people are at increased risk of mental health difficulties, but often face barriers when seeking help from Child Adolescent Mental Health Services (CAMHS). There is limited literature exploring the accessibility CAMHS for autistic people, particularly parents perspectives. The present study aimed to 1) explore experiences parents/carers their childs 2) gain perceptions support child understand what could be improved. Methods A mixed-methods survey design was used learn parents/carers. 300 took part across UK between June October 2023. Quantitative data were analysed using descriptive statistics, qualitative content analysis. Results Findings demonstrated ongoing struggles that faced professional child. Many not referred or rejected without an assessment, due issues relating diagnostic overshadowing, a high threshold lack knowledge about autism care pathways. Those who reported reasonable adjustments offers ineffective inappropriate therapies, leaving unable engage, thus benefiting. Ultimately, felt difficulties either did improve declined point crisis. However, there recognition some professionals kind compassionate, provided validation needed. Conclusions need more neuro-inclusive personalised approach in CAMHS, themselves, offered, therapies provided. Further research, funding, training urgently needed ensure accessible, timely, effective CYP.

Language: Английский

---

Navigating healthcare during a pandemic: what parents of CHD children want healthcare professionals to know

Cardiology in the Young, Journal Year: 2024, Volume and Issue: 35(2), P. 246 - 252

Published: Nov. 21, 2024

The COVID pandemic has had deleterious effects on the mental health of global population. Parents children with CHD were particularly vulnerable to negative outcomes such as depression, anxiety, and perceived stress. A better understanding parent experiences, needs, concerns while navigating healthcare system during a is needed. Online survey responses from 71 parents young representing families across United States America Canada analysed. Qualitative data collected one year into pandemic. Thematic analysis was used examine open-ended question "What would you like professionals (doctors, nurses) know about your experience being child COVID-19 pandemic?." Two major themes subthemes an umbrella theme emerged parents' (1) Pandemic Parenting: Emotional Toll Hospital Visitation Restrictions, Dealing Social Distancing, Feeling Isolated, Decision Making in Uncertainty, Playing it Safe versus Returning Normal (2) Unmet Expectations Care: Needing Information, Wanting Empathy, Requesting Respect, Questioning Care Quality, of: Our Lives Turned Upside Down. describe impact healthcare-related challenges These findings may offer insight how can support care burden future pandemics.

Language: Английский

---