School attendance among children with neurodevelopmental conditions a year after the COVID-19 pandemic

由于COVID-19大流行，教育发生了巨大变化。学校在2019/20学年关闭。2020年9月，学校采取了控制感染的措施，并制定了有关covid -19相关缺课的新规定，强制学生返校。与其他年份相比，2020-21学年第一学期的入学率较低。许多孩子被注销了学籍。2020- 2021年初，全国学校第二次长时间停课。这一流行病对儿童的教育造成了许多干扰。患有神经发育疾病（NDCs）的儿童，特别是智力残疾和自闭症儿童，是弱势群体中最脆弱的。在有特殊教育需要和残疾的儿童（SEND）中，智力残疾和/或自闭症儿童一直在努力达到所需的教育标准。我们的研究将集中在这两组儿童身上。在大流行之前，许多患有ndc的儿童缺课。然后大流行打乱了每个人的教育。在大流行开始大约一年后，我们将调查患有非传染性疾病的儿童的教育经历。我们的项目将调查：-智力残疾和/或自闭症儿童缺课和缺课原因-与缺课相关的儿童、家庭和学校因素-上学的障碍和促进因素-家长在家上学的经历一项在线调查将收集来自英国所有4个国家约1500名5至17岁ndc儿童家长的数据。我们将招收以下学生的家长：(i) 2021年春夏入学的学生；（二）2021年春夏未在学校登记，但在2020年3月大流行开始时已在学校登记的儿童；（iii）在这两个日期均未在学校注册的儿童。我们将收集在学校注册的学生的出勤率数据，以及未在学校注册的学生的家庭学习经历数据。对于所有儿童，我们将收集他们的心理健康数据。第一项分析将调查缺勤情况，重点关注在学校注册的儿童。我们将汇总学生的缺勤数据以及家长报告的缺勤原因。第二个分析将调查学校出勤率：上学还是在家上学。我们将描述目前已登记入学的儿童（第1组）、目前未登记但在2020年3月大流行开始时登记的儿童（第2组）以及在任何一个时点均未登记的儿童（第3组）。我们将总结家长给出的孩子退学的原因。我们最后的分析将集中在家庭教育期间的家庭学习支持。我们将描述学校在远程学习期间（当学生自我隔离/屏蔽或学校因封锁而关闭时）为在校注册学生提供的支持类型。我们将会描述退学儿童在家学习的经验，以及家长对这些安排的满意程度。我们将与患有NDCs的儿童的父母密切合作，征求他们对这项研究的意见。我们的团队包括残疾儿童委员会，这是英国最大的伞形组织，汇集了许多支持残疾儿童及其家庭的慈善机构。我们会广泛分享研究结果，包括与特殊教育需要及残疾儿童教育有关的政策要点。

Education changed dramatically due to the COVID-19 pandemic. Schools closed in 2019/20. There was compulsory return to school in September 2020 with measures in place to control infection and new regulations about COVID-19-related absences. School attendance in the first term of 2020-21 was lower compared to other years. Many children were de-registered from school. In early 2020-21, there was a second prolonged period of national school closures. The pandemic has caused many disruptions to children's education. Children with neurodevelopmental conditions (NDCs), in particular intellectual disability and autism, are the most vulnerable of vulnerable groups. Among children with special educational needs and disabilities (SEND), children with intellectual disability and/or autism consistently struggle to meet the required standards in education. Our study will focus on these two groups of children.Before the pandemic, many children with NDCs missed school. Then the pandemic disrupted everyone's education. Approximately one year after the pandemic started, we will investigate the educational experiences of children with NDCs. Our project will investigate:- School absence and reasons for absence among children with intellectual disability and/or autism - Child, family, and school factors associated with school absence- Barriers and facilitators of school attendance- Parents' experiences of home schoolingAn online survey will collect data from approximately 1,500 parents of 5 to 17 year-old children with NDCs across all 4 UK countries. We will recruit parents of: (i) children registered with a school in spring/summer 2021; (ii) children not registered with a school in spring/summer 2021 but who were registered with a school at the start of the pandemic in March 2020; and (iii) children not registered with a school on either date. We will collect data on school attendance for those registered with a school, and data on home learning experiences for those not registered with a school. For all children, we will collect data on their mental health.The first analysis will investigate school absence with a focus on children registered with a school. We will summarise school absence data as well as reasons for absence as reported by the parents. The second analysis will investigate school attendance: attending school or home schooling. We will describe the children currently registered to attend school (group 1), those not currently registered who were registered in March 2020 at the start of the pandemic (group 2), and those not registered on either point (group 3). We will summarise the reasons parents give for de-registering their child from school. Our final analysis will focus on home learning support during home schooling. We will describe the types of support schools offer to school-registered students during remote learning (when students are self-isolating/shielding, or schools are closed because of lockdown). We will describe the home learning experiences of school de-registered children and parents' satisfaction with these arrangements. We will work closely with parents of children with NDCs, seeking their advice on the study. Our team includes the Council for Disabled Children, the largest umbrella organization in the UK bringing together many charities supporting disabled children and their families. We will share the study findings widely, including key messages for policies related to the education of children with special educational needs and disabilities.