The Impact of the COVID-19 School Closures on Families with Children with Disabilities: A Qualitative Analysis

Autor/inn/en	Lipkin, Molly; Crepeau-Hobson, Franci
Titel	The Impact of the COVID-19 School Closures on Families with Children with Disabilities: A Qualitative Analysis
Quelle	In: Psychology in the Schools, 60 (2023) 5, S.1544-1559 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crepeau-Hobson, Franci)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22706
Schlagwörter	COVID-19; Pandemics; School Closing; Students with Disabilities; Parents; Parent Attitudes; Autism Spectrum Disorders; Down Syndrome; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Electronic Learning; Educational Change; Family School Relationship + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Eltern; Elternverhalten; Autism; Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Learning handicap; Lernbehinderung; Bildungsreform
Abstract	The unprecedented school closures in response to COVID-19 have been associated with a number of negative impacts on students and their families. In addition to these difficulties, parents of students with disabilities are faced with prepandemic stresses and challenges that may be exacerbated by the school closures. This qualitative study aimed to investigate the experiences and struggles of parents of children identified with a disability during the COVID-19 school closures. The 15 participants were parents of children with a range of disabilities, including Autism, Down Syndrome, ADHD, and learning disabilities. The analyses revealed four major themes: school connection, virtual learning, potential impacts for students, and managing change. The experiences of these caregivers during the COVID-19 school closures and subsequent shift to remote learning have implications for educational and treatment planning. Recommendations for how school psychologists and school teams may best support students with disabilities and their families are included. (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