‘Trying to stay afloat’
Education professionals' perspectives on the impact of the Covid ‐19 pandemic on children with special educational needs and disabilities
Bibliographic Data
| ID | 21723148 |
|---|---|
| Authors | Emma Ashworth (0000-0002-5279-4514, School of Psychology Liverpool John Moores University Liverpool UK, corresponding author), Lucy Bray (0000-0001-8414-3233, Faculty of Health and Social Care Edge Hill University Ormskirk UK), AMEL ALGHRANI (0000-0003-0413-5263, School of Law and Social Justice University of Liverpool Liverpool UK), Joanna Kirkby (School of Psychology Liverpool John Moores University Liverpool UK) |
| Year | 2024 |
| Volume | 24 |
| Issue | 3 |
| Pages | 492-504 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12647 |
| OpenAlex | W4391359968 |
| Language | EN |
| Citations received | 1 |
| References cited | 23 |
This study aimed to investigate the experiences of education professionals in their efforts to provide education and support to children with special educational needs and disabilities (SEND) amid the COVID‐19 pandemic, and to gain insights into the perceived repercussions of pandemic‐related restrictions on the educational development and overall wellbeing of these children. Mixed‐methods surveys ( N = 100) and semi‐structured qualitative interviews ( N = 6) were utilised. Data were analysed using descriptive statistics and thematic analysis. Findings indicate substantial challenges faced by education professionals in delivering appropriate and effective education and well‐being support to children with SEND during periods of school ‘closures’, resulting in hindered academic progression and adverse impacts on the well‐being of children with SEND, their families and the education professionals themselves. It is vital that effective support strategies and appropriate training are implemented, in addition to further research to establish what would be most beneficial for all teachers, and particularly those supporting children with SEND
Medical education · Pandemic · Pedagogy · Qualitative research · Sociology · Special education · Thematic analysis · Disability Education and Employment · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Medicine · Psychology · Social Psychology
Learning from the Covid-19 home-schooling experience
Characterising and justifying sample size sufficiency in interview-based studies
Vulnerable and Forgotten
Dilemmas in qualitative health research
Reflecting on reflexive thematic analysis
Vulnerable and abandoned’—The impact of the Covid ‐19 pandemic on education, health and social care provision for children with Send
Differentiated instruction for students with disabilities in early childhood co-taught classrooms
Will My Young Adult Years be Spent Socially Distancing?”
Coping strategies and burnout in staff working with students with special educational needs and disabilities
Adolescents’ Lockdown-Induced Coping Experiences (Alice) Study
Using thematic analysis in psychology
Designing and Conducting Mixed Methods Research
Like a rug had been pulled from under you
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |