Parents' Competence, Autonomy, and Relatedness in Supporting Children with Special Educational Needs in Emergency Remote Teaching during COVID-19 Lockdown

Autor/inn/en	Pihlainen, Kaisa; Turunen, Serja; Melasalmi, Anitta; Koskela, Teija
Titel	Parents' Competence, Autonomy, and Relatedness in Supporting Children with Special Educational Needs in Emergency Remote Teaching during COVID-19 Lockdown
Quelle	In: European Journal of Special Needs Education, 38 (2023) 5, S.704-716 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pihlainen, Kaisa) ORCID (Turunen, Serja) ORCID (Melasalmi, Anitta) ORCID (Koskela, Teija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2159280
Schlagwörter	Foreign Countries; Children; Special Needs Students; Parents; COVID-19; Pandemics; Competence; Personal Autonomy; Emergency Programs; School Closing; Distance Education; Electronic Learning; Psychological Needs; Barriers; Resources; Interpersonal Competence; Parent Child Relationship; Finland + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Sonderpädagogischer Förderbedarf; Eltern; Kompetenz; Individuelle Autonomie; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Betriebsmittel; Hilfsmittel; Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Finnland
Abstract	Actions to mitigate the spread of the COVID-19 pandemic, such as emergency remote teaching (ERT), affected the lives of school children, their parents, and schooling in spring 2020. Rapid changes in routines due to lockdown and ERT were challenging, especially for many children with special needs (SEN). This article focuses on parents' perspectives regarding their basic psychological needs, i.e. competence, autonomy, and relatedness, in relation to the schooling of their children with SEN. Questionnaire data consisted of the views of 120 parents who described 179 resources and 151 challenges concerning their basic psychological needs during ERT of their children. Data were analysed following the principles of theoretical categorising. According to the results, parents experienced their pedagogical as well as intra- and interpersonal competence as resources to support the child in ERT. The greatest challenges concerned relatedness between parents and children as well as between parents, school, and other professionals. The study suggests schools and teachers to develop instructions to support teacher--parent interaction and learning of all children to cope with ongoing and future remote and face-to-face teaching for children with SEN. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01