Parents of children with special educational needs’ shared work in fully online learning

Datos Bibliográficos

ID21744165
AutoresMitchell F Rice (0000-0002-8138-512X, University of New Mexico, autor de correspondencia), Kelsey Ortiz (University of Kansas), Kelsey R Ortiz (University of Kansas, Lawrence, Kansas, USA)
Año2023
Volumen55
Número5
Páginas784-798
Fecha de publicación2023-09-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Research on Technology in Education (JOURNAL)
Identificadores de la revistaISSN: 1539-1523 • E-ISSN: 1945-0818
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2022.2030269
OpenAlexW4210896682
IdiomaEN
Citas recibidas3
Referencias citadas31

When parents enroll their children who qualify for special education services in fully online schools, that decision was an exercise of agency. Less is known about how parents understand and negotiate their agencies after enrolling. Researchers interviewed 18 parents of children with special educational needs in fully online schools in the United States. Parents described using their agencies to blur the boundaries between their bodies and their children’s bodies so that schoolwork could be completed and so that their children’s bodies could be made more acceptable in the online school setting. Findings centered on being alone, but together with their child physically during online work, collaborating to maintain mutual engagement of bodies in online schooling, and the will to be successful to maintain these agencies

Medical education · Multimedia · Negotiation · Online learning · Pedagogy · Sociology · Special education · Collaborative Teaching and Inclusion · Computer Science · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology

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