COVID-19 and the education of disabled children in Cyprus: a litmus test of the sovereignty of ableism in careless times. Parents’ experience

European Journal of Special Needs Education, Год журнала: 2025, Номер unknown, С. 1 - 15

Опубликована: Фев. 3, 2025

This paper examines the impact of ableism on education policies during COVID-19 pandemic, focusing parental experiences in Cyprus. Through qualitative analysis semi-structured interview data, four themes emerge: fragile rights, a education, unruly bodies at/as risk, and parents' advocacy. Findings highlight pervasive influence emergency policy measures, resulting non-inclusive measures that neglected disabled children's needs. Parents describe how lockdown deprived children accommodations exacerbated educational inequalities. They explain decisions reflected lack belief inclusive reinforced regressive practices. Disabled were stigmatised as both vulnerable contaminatory, leading to discriminatory policies. Parents' advocacy efforts challenged ableist emphasised importance education. study underscores necessity forming coalitions combat safeguard rights within communities post-pandemic era.

Язык: Английский

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Factors associated with resilience among children and youths with disability during the COVID-19 pandemic

PLoS ONE, Год журнала: 2022, Номер 17(7), С. e0271229 - e0271229

Опубликована: Июль 29, 2022

There is evidence of negative impact social distancing and confinement measures to manage the COVID-19 pandemic on children, including increased anxiety depression behaviour difficulties. Paradoxically, positive impacts like support more self-care activities have also been documented. Little known about children with disability potential role familial, environmental, biological factors mitigating this impact. The aims study were 1) identifying profiles functioning across multiple domains during 2) examining extent which parenting self-efficacy, in accessing schooling, type diagnosis predict likelihood resilience among disability, after controlling for household income single-parent status. An online survey developed from guidance recommendations, was available June 11- July 21, 2020, resulted a convenience sample caregivers Canada ( n = 883) (mean age 9.4 years old, SD 5.7, 58% male). We conducted latent class analysis examine number caregiver-reported changes 12 domains, as either ‘worsening’, ‘no change’, or ‘improving’. Most participants belonged ‘stable’ ‘worsening’ profiles. However, we identified small subgroup improvements child functioning, pattern indicative ‘resilient’ profile. Using multinomial logistic regression, found that type, self-efficacy schooling associated membership Resilient Stable compared Worsening profile, status income. Taken together, our findings variability responses adversity dependent child’s schooling. By potentially modifiable predictors resilience, namely signal tailored supports different diagnoses, through interventions enhance caregiver empowerment, access health services, and/or mitigate disparities resulting disadvantage.

Язык: Английский

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The times they are a-changin’:Teaching and learning beyond COVID-19

Journal of Educational Change, Год журнала: 2022, Номер 23(4), С. 549 - 557

Опубликована: Окт. 31, 2022

Язык: Английский

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Exploring teachers’ readiness and beliefs about emergency remote teaching in the midst of the COVID-19 pandemic

Technology Pedagogy and Education, Год журнала: 2023, Номер 32(2), С. 205 - 222

Опубликована: Янв. 6, 2023

This article reports on a study exploring Greek K–12 teachers' views and beliefs about emergency remote teaching. A survey was conducted just after schools reopened May 2020 694 teachers participated. The findings indicated that the majority of participants conceptualised pandemic as turning point with regards to role digital technologies in schools. Exploratory factor analysis revealed four major factors affected online instruction during COVID-19 pandemic: a) abilities design learning activities; b) professional development needs; c) impact education; d) pedagogical conceptions learning. Qualitative data skills, terms organising effective environments implementing e-learning interventions classrooms, were key for successful beyond.

Язык: Английский

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‘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, Год журнала: 2024, Номер 24(3), С. 492 - 504

Опубликована: Янв. 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.

Язык: Английский

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Impacts of COVID-19 on the school experience of children and adolescents with special educational needs and disabilities

Current Opinion in Psychology, Год журнала: 2023, Номер 52, С. 101635 - 101635

Опубликована: Июнь 17, 2023

Язык: Английский

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Once inclusive always inclusive (?): experiences of Cypriot teachers and parents of children with disabilities on the use of technology and collaboration before and during the Covid-19 pandemic

International Journal of Inclusive Education, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Март 15, 2024

In this paper teachers and parents of children with disabilities in primary education share their perspectives on instructional practices that support inclusive education. The explores participants' views own teaching before the Covid-19 pandemic comparison to what they employed during transition emergency remote online study involved 17 mainstream special from public schools Cyprus, as well 10 disabilities, including all an official assessment educational needs, attending schools. A thematic qualitative analysis was used identify type pre-existing design delivery learning process, use technology, how these were adapted findings highlight importance accessible materials, assistive communication, collaboration co-teaching. discussion emphasises significance readiness terms resources, competencies relationships for situations. conclusion, being prepared technology inclusion collaborate colleagues families is crucial even challenging times.

Язык: Английский

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Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

Опубликована: Март 20, 2023

This article aims to analyze the utilization of electronic technologies for facilitating individualized education seekers with special needs. The study involved 110 teachers from diverse educational institutions in Kazakhstan, each possessing experience working students Inclusion criteria ensured a variety grade levels, subject areas, and teaching experiences. Participants, eligible minimum one year's prior work needs, were surveyed using specially designed questionnaire. research provides comprehensive examination challenges faced by encompassing cognitive, physical, sensory disabilities. explores role specialized software, such as text-reading computer programs speech recognition systems, enhancing behaviour positive interactions. emphasis on adaptive technologies, interactive whiteboards, tablets, advanced training programs, video platforms reflects evolving landscape technology inclusive practices. findings underscore significance 87 out emphasizing software. Interactive also recognized considerable number participants. Adaptive altering content based student utilized 81 teachers. While 59 incorporated platforms, 48 used communication applications. Conclusions: highlights provision disabilities, including limited access, language barriers, cultural insensitivity tools, financial constraints. identified difficulties need strategies address these barriers ensure equitable access effective education. contributes valuable insights into current integration foundation future efforts enhance learning experiences

Язык: Английский

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‘Vulnerable and abandoned’—The impact of the COVID‐19 pandemic on education, health and social care provision for children with SEND: Children and parents' perspectives

Children & Society, Год журнала: 2023, Номер 37(6), С. 1915 - 1932

Опубликована: Июль 14, 2023

Abstract This study aimed to understand children with special educational needs and disabilities' (SEND) their parents/carers' experiences of the pandemic in UK, using mixed‐method surveys ( n = 893 parents, 55 children) qualitative interviews 10 4 children). Descriptive statistical analyses thematic analysis were utilised. Findings suggest that rights SEND not given due consideration during pandemic, resulting a decline mental health, social, emotional, academic physical development. Restrictions reported as compounding exacerbating existing challenges faced by gaining equitable access services.

Язык: Английский

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The impact of the coronavirus pandemic on the lives of children and young people who have special educational needs and/or disabilities in the UK: A scoping review

Journal of Research in Special Educational Needs, Год журнала: 2023, Номер 24(1), С. 12 - 24

Опубликована: Июль 12, 2023

Abstract The COVID‐19 pandemic impacted everyone in the United Kingdom when restrictions were put place to prevent spread of disease. However, it is thought that children and young people (CYP) with special educational needs disabilities (SEND) would be more affected than others due existing inequalities vulnerabilities. A scoping review methodology was used ascertain what known from academic literature about CYP SEND Kingdom. findings indicate for their families exacerbated, impacts on mental health. Home‐learning home life also challenging many, resulting difficulties education physical majority say experience negative, but there a minority who experienced positive because restrictions. This voice sometimes sizeable so views should not overlooked. Even those found mostly negative reported some positives which are interest. Participants parent/carers autistic CYP, research did reach great numbers other diagnoses nor hear many directly at time.

Язык: Английский

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