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

COVID-19 大流行一年后患有神经发育疾病的儿童的入学率

• 批准号: ES/W001993/1
• 负责人: Vasiliki Totsika
• 金额: $ 24.76万
• 依托单位: University College London
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FW001993%2F1
• 关键词: attendance; among; children; neurodevelopmental; conditions

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.

由于新冠肺炎的流行，教育发生了戏剧性的变化。2019/20学年学校停课。2020年9月，随着控制感染的措施到位，以及关于新冠肺炎相关缺课的新规定，学校强制返校。与其他年份相比，2020-21学年第一学期的就学人数较低。许多儿童被取消了学校注册。在2020-21学年初，出现了第二个延长的全国学校停课时间。这场大流行对儿童教育造成了许多干扰。患有神经发育疾病的儿童，特别是智力残疾和自闭症儿童，是弱势群体中最脆弱的群体。在有特殊教育需要和残疾的儿童中，智力残疾和/或自闭症儿童始终难以达到所要求的教育标准。我们的研究将集中在这两组儿童。在大流行之前，许多患有非传染性疾病的儿童失学。然后，大流行扰乱了每个人的教育。在大流行开始大约一年后，我们将调查患有非传染性疾病儿童的教育经历。我们的项目将调查：-智障和/或自闭症儿童的缺课和缺课原因-与缺课相关的儿童、家庭和学校因素-上学障碍和促进者-父母在家教育的经历一项在线调查将收集英国所有4个国家约1500名患有智力障碍和/或自闭症儿童的5至17岁儿童家长的数据。我们将招募以下儿童的家长：(1)2021年春夏在学校注册的儿童；(2)2021年春夏没有在学校注册但在2020年3月大流行开始时在学校注册的儿童；(3)在这两个日期都没有在学校注册的儿童。我们将收集在学校注册的学生的出勤率数据，以及没有在学校注册的学生的家庭学习经验数据。对于所有儿童，我们将收集他们的心理健康数据。第一个分析将调查缺课情况，重点是注册学校的儿童。我们将汇总缺课数据以及家长报告的缺课原因。第二个分析将调查学校出勤率：上学还是在家上学。我们将描述目前注册入学的儿童(第1组)、在2020年3月大流行开始时注册的未注册儿童(第2组)，以及在这两个点上都没有注册的儿童(第3组)。我们将总结家长给他们的孩子取消学校注册的理由。我们的最终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)期间为注册学生提供的支持类型。我们将介绍取消注册儿童在家学习的经历，以及家长对这些安排的满意程度。我们会与患有非华裔儿童的家长紧密合作，征询他们对研究的意见。我们的团队包括残疾儿童理事会，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。我们将广泛分享研究结果，包括与特殊教育需要和残疾儿童的教育有关的政策的关键信息。

项目成果

The association between home learning during COVID-19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions.

COVID-19 封锁期间的家庭学习与患有神经发育疾病的儿童的入学率之间的关系。

• DOI: 10.1111/cch.13113
• 发表时间: 2023
• 期刊: care, health and development
• 作者: Kouroupa A

Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions

• DOI: 10.3389/feduc.2022.974558
• 发表时间: 2022-08-18
• 期刊: FRONTIERS IN EDUCATION
• 影响因子: 2.3
• 作者: Kouroupa, Athanasia;Allard, Amanda;Totsika, Vasiliki
• 通讯作者: Totsika, Vasiliki

Home learning and later school attendance in children with neurodevelopmental conditions

患有神经发育疾病的儿童的家庭学习和以后上学

• DOI: 10.31234/osf.io/n8gzy
• 发表时间: 2022
• 作者: Kouroupa A

Elective Home Education and Children with Neurodevelopmental Conditions

选择性家庭教育和患有神经发育疾病的儿童

• DOI: 10.31234/osf.io/4t23v
• 发表时间: 2022
• 作者: Paulauskaite L

The experience of home schooling during the COVID-19 pandemic in families of children with a neurodevelopmental condition

COVID-19 大流行期间患有神经发育疾病的儿童家庭在家上学的经历

• DOI: 10.31234/osf.io/krva5
• 发表时间: 2022
• 作者: Kouroupa A