Parents' Strategies for Home Educating Their Children with Autism Spectrum Disorder during the COVID-19 Period in Zimbabwe

Autor/inn/en	Majoko, Tawanda; Dudu, Annah
Titel	Parents' Strategies for Home Educating Their Children with Autism Spectrum Disorder during the COVID-19 Period in Zimbabwe
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 4, S.474-478 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1803025
Schlagwörter	Foreign Countries; Home Schooling; Parent Role; Autism Spectrum Disorders; Students with Disabilities; COVID-19; Pandemics; Family Role; Student Adjustment; School Closing; Socialization; Daily Living Skills; Sex Role; Cultural Influences; Cooperation; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Parental role; Elternrolle; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Adjustment; Adaptation; School closings; Schule; Schließung; Schließung (von Schulen); Socialisation; Sozialisation; Alltagsfertigkeit; Geschlechterrolle; Cultural influence; Kultureinfluss; Co-operation; Kooperation; Simbabwe
Abstract	This study explored parents' strategies for home educating their children with Autism Spectrum Disorder (ASD) during the COVID-19 period in Harare Urban District in Zimbabwe. Embedded within international research findings on the subject, this qualitative study drew on a purposive sample of eight parents. Telephonic individual interviews, information sheets, and field notes were used to collect data. A constant comparative approach of data organization with continuous adjustment was used throughout the analysis in order to guarantee that codes captured the range of ideas of the parents. Parents committedly home educated children with ASD in collaboration and discourse with their family members and peer parents. Complementary and supplementary roles of parents and family members in the home education of their children with ASD facilitated the transition of these children from school to home routine activities. Parents of children with ASD fostered in these children an awareness of the new social reality of the COVID-19 period and the safety precautions. This study offers insights regarding parents' strategies for home educating their children with ASD during the COVID-19 period. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01