Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic
Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic
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为具有不同学习需求的学生促进学校在线联系：COVID-19 大流行期间澳大利亚的全纳教育
DOI：
10.1080/08856257.2021.1872842
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发表时间：
2021
影响因子：
2.6
通讯作者：
C. Boyle
中科院分区：
文献类型：
--
作者：
Angela Page;J. Charteris;Joanna Anderson;C. Boyle
摘要在2020年的头几个月，随着政府采取行动控制新冠病毒，学校教育部门转向远程教育。教育部门迅速发展了在线环境。在这种环境下，教师们迅速做出改变，以适应学生各种各样的学习需求。在这篇文章中，我们借鉴了在澳大利亚的定性研究，以确定关键的挑战和方法，促进学校的连通性时，有特殊教育需求的学生突然需要在远程教育。一个启发式的定义学校连通性的支持，涉及与支持性的成年人连接;归属感;积极的同伴关系;参与学习，以及积极的在线气候的经验。这个案例研究的结果表明，尽管教育工作者做出了努力，但有特殊教育需求的学生可能会在裂缝中滑倒，并且有很大的风险在学术和情感上失去联系。对于那些根本不参与在线学习的学生来说，这是一个挑战。虽然研究中的从业人员与家长合作，为课程提供结构，但远程教师可以通过促进教师与学生以及学生与学生的关系，加强学校的联系。
ABSTRACT Over the first few months of 2020, the schooling sector shifted to distance education as governments moved to bring the virus, COVID-19, under control. Education sectors rapidly developed online environments. In this milieu teachers have made swift changes to accommodate their students’ diverse range of learning needs. In this article, we draw on a qualitative study in Australia to identify key challenges and approaches for fostering school connectedness when students with special educational needs are suddenly required to be educated at distance. A heuristic to define school connectedness is supported that involves connecting with supportive adults; a sense of belonging; positive peer relationships; engagement with learning, and the experience of a positive online climate. Findings from this case study signal that, despite the efforts of educators, students who have special educational needs can slip between the cracks and are at great risk of losing connection both academically and emotionally. There were challenges with students who did not engage in online learning at all. Although practitioners in the study worked with parents to provide the structures for curricula to be addressed, teachers working at distance could enhance school connectedness through fostering teacher and student, and student and student relationships.
影响因子：
2.2
作者：
Catalano, RF;Haggerty, KP;Hawkins, JD
通讯作者：
Hawkins, JD