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

教育因COVID-19大流行而发生巨大变化。学校于2019/20学年关闭。于二零二零年九月，学校实施强制返校措施，以控制感染，并就COVID-19相关缺勤制定新规定。2020-21学年第一学期的入学率低于其他年份。许多儿童被取消了入学登记。在2020-21年初，有第二个长期的全国学校关闭。这一流行病对儿童的教育造成了许多干扰。有神经发育问题的儿童，特别是智力残疾和自闭症儿童，是最脆弱的弱势群体。在有特殊教育需要和残疾的儿童中，有智力残疾和/或自闭症的儿童一直在努力达到教育方面的必要标准。我们的研究将集中在这两类儿童身上。在大流行之前，许多患有NDC的儿童无法上学。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NDC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个国家的大约1,500名5至17岁NDC儿童家长的数据。我们将招募以下家长：（i）于2021年春季╱夏季已注册学校的儿童;（ii）于2021年春季╱夏季未注册学校但于2020年3月疫情开始时已注册学校的儿童;及（iii）于上述任何一天均未注册学校的儿童。我们将收集在学校注册的学生的入学率数据，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课情况，重点是在学校注册的儿童。我们将汇总学生的缺课数据以及家长报告的缺课原因。第二项分析将调查上学情况：上学还是在家上学。我们将描述目前登记上学的儿童（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），以及在任何一个时间点都未登记的儿童（第3组）。我们将总结家长为子女注销学籍的原因。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为注册学生提供的支持类型（当学生自我隔离/屏蔽，或学校因封锁而关闭时）。我们会描述被取消学籍的儿童在家中的学习经历，以及家长对这些安排的满意程度。我们将与NDC儿童的父母密切合作，征求他们对研究的意见。我们的团队包括残疾儿童理事会，这是英国最大的伞式组织，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，包括与有特殊教育需要和残疾儿童的教育有关的政策的主要信息。

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.