Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions
Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions
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DOI：
10.3389/feduc.2022.974558
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发表时间：
2022-08-18
影响因子：
2.3
通讯作者：
Totsika, Vasiliki
中科院分区：
文献类型：
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作者：
Kouroupa, Athanasia;Allard, Amanda;Totsika, Vasiliki
COVID-19爆发及相关学校限制影响了全球学生的学习体验。目前的研究重点是英国儿童的学习经验与神经发育的条件，包括自闭症和/或智力残疾。具体而言，调查的目的是研究在大流行期间，家庭对家庭教育、混合学习和校本学习的孩子的家庭在学校支持家庭教育方面的经验、家庭资源以及对学校的满意度。一项在线调查于二零二一年进行，即自2019冠状病毒病疫情于英国爆发约一年后。参与者主要通过社交媒体招募，并得到联合王国各地几个慈善机构的支持。参与者是809名5 - 15岁自闭症和/或智力残疾儿童的父母/照顾者。其中，59%的人在家庭教育期间每天在家学习，19%的人在学校学习（混合学习），22%的人在学校限制期间每天上学。家长/照顾者报告了从学校获得的支持、获得的资源以及促进学习所需但未获得的资源。他们亦汇报了对学校支援及学校管理COVID-19风险的满意程度。结果表明，COVID-19大流行期间的学习主要是通过学校提供的工作表、家庭和混合学习小组进行的。家庭可以访问互联网/数据和笔记本电脑，电脑或平板电脑，以促进学习。然而，在两个学习组中（即，家庭和混合学习），他们需要，但没有获得特殊设备，特殊软件和打印机。重要的是，11%的家庭和混合学习小组报告说没有书桌/桌子。在家庭和混合学习组中，对学校支持的满意度较低。每天上学的儿童的家庭对COVID-19管理的满意度更高（即，校本学习小组）。在公共卫生危机期间，未来的教育政策决定应考虑到患有神经发育疾病的儿童的需求，包括自闭症和/或智力残疾。
The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families' experience with school support for home schooling, families' resources, and level of satisfaction with schools among families whose children engaged with home schooling, hybrid learning, and school-based learning during the pandemic. An online survey took place in 2021, approximately 1 year since the start of the COVID-19 pandemic in the United Kingdom. Participants were recruited mostly through social media with support via several charities across the United Kingdom. Participants were 809 parents/carers of children with autism and/or intellectual disability aged 5 - 15 years. Of these, 59% were learning from home daily during home schooling, 19% spent some days in school (hybrid learning), and 22% were going to school daily during school restrictions. Parents/carers reported on the support received from schools, the resources accessed, and the resources needed but not accessed to facilitate learning. They also reported on their level of satisfaction with school support and school management of COVID-19 risks. Results indicated that learning during the COVID-19 pandemic was mostly via school-provided worksheets, in the home and hybrid learning group. Families had access to the internet/data and a laptop, computer, or tablet to facilitate learning. However, in both learning groups (i.e., home and hybrid learning) they needed but did not have access to special equipment, special software, and a printer. Importantly, 11% of families in home and hybrid learning groups reported not having access to a desk/table. Satisfaction with school support was low in the home and hybrid learning groups. Satisfaction with COVID-19 management was higher for families of children attending school daily (i.e., the school-based learning group). Future education policy decisions during public health crises should take into consideration the needs of children with neurodevelopmental conditions including autism and/or intellectual disability.