Literaturnachweis - Detailanzeige
| Autor/inn/en | Hatton, Brad; Powell, Lauren |
|---|---|
| Titel | Investigating the Impact of At-Home Learning on Secondary School-Aged Children with ADHD: A Qualitative Study |
| Quelle | In: Journal of Research in Special Educational Needs, 22 (2022) 3, S.221-231 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hatton, Brad) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1471-3802 |
| DOI | 10.1111/1471-3802.12560 |
| Schlagwörter | Attention Deficit Hyperactivity Disorder; Home Instruction; Pandemics; COVID-19; Parents; Teachers; Anxiety; School Role; Secondary School Students; Academic Achievement; Experience; Interpersonal Relationship |
| Abstract | Students with ADHD can benefit from at-home learning in terms of managing their symptoms; however, lockdown restrictions due to the pandemic are having negative impacts on the student population. This study was designed to ascertain how students with ADHD have been impacted by at-home learning under lockdown restrictions. An interpretative phenomenological analysis was conducted using semi-structured interviews from students, parents and teaching staff. These interviews were used to identify three main themes (anxiety caused by at-home learning, change in social interaction and academic impact of at-home learning) that best identified the participants' experiences. The results suggested that whilst supportive home environments helped students with ADHD to better manage their symptoms, social anxiety was a significant problem, and not all schools allowed students with ADHD to take full advantage of at-home learning for their students with ADHD. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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