Lessons from Lockdown: Autistic Students, Parents and Mainstream Schools

Autor/inn/en	Vincent, Carol; Oliver, Caroline; Pavlopoulou, Georgia
Titel	Lessons from Lockdown: Autistic Students, Parents and Mainstream Schools
Quelle	In: British Educational Research Journal, 49 (2023) 3, S.522-537 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3854
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Mainstreaming; COVID-19; Pandemics; Educational Experience; Parent Attitudes; Foreign Countries; Stress Variables; Social Isolation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungserfahrung; Elternverhalten; Ausland; Soziale Isolation
Abstract	This paper reports on the findings of a BERA-funded small-scale project that explores the impacts of COVID-19 lockdowns on the educational experiences of autistic children and young people who attend mainstream schools and their parents/carers in England. We observe that, unsurprisingly, lockdown resulted in associated stresses for families. However, our main argument is that for the participants, the pandemic has not been experienced to the same extent as is popularly understood; that is, causing major disruption to children's schooling experiences and/or unusual levels of social isolation. Using the concept of stigma as a theoretical resource, we argue that this is because the families with whom we spoke were "already" experiencing, pre-COVID-19, disrupted schooling and degrees of social isolation. Indeed, for many of the young people, the break from school occasioned by lockdown allowed them a release from the more negative and stigmatising aspects of their routine experiences within school. We therefore argue that the disruption of the pandemic sheds light on how stigma shapes students' daily school experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01