Remote Learning, COVID-19, and Children With Disabilities

While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. pa...

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Autor principal: Kate Henley Averett
Formato: article
Lenguaje:EN
Publicado: SAGE Publishing 2021
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Acceso en línea:https://doaj.org/article/7785c1c7e9384c4da4124a50d27cca35
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spelling oai:doaj.org-article:7785c1c7e9384c4da4124a50d27cca352021-11-13T22:33:19ZRemote Learning, COVID-19, and Children With Disabilities2332-858410.1177/23328584211058471https://doaj.org/article/7785c1c7e9384c4da4124a50d27cca352021-11-01T00:00:00Zhttps://doi.org/10.1177/23328584211058471https://doaj.org/toc/2332-8584While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K–12. In this article, I analyze these parents’ narratives about their families’ experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.Kate Henley AverettSAGE PublishingarticleEducationLENAERA Open, Vol 7 (2021)
institution DOAJ
collection DOAJ
language EN
topic Education
L
spellingShingle Education
L
Kate Henley Averett
Remote Learning, COVID-19, and Children With Disabilities
description While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K–12. In this article, I analyze these parents’ narratives about their families’ experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.
format article
author Kate Henley Averett
author_facet Kate Henley Averett
author_sort Kate Henley Averett
title Remote Learning, COVID-19, and Children With Disabilities
title_short Remote Learning, COVID-19, and Children With Disabilities
title_full Remote Learning, COVID-19, and Children With Disabilities
title_fullStr Remote Learning, COVID-19, and Children With Disabilities
title_full_unstemmed Remote Learning, COVID-19, and Children With Disabilities
title_sort remote learning, covid-19, and children with disabilities
publisher SAGE Publishing
publishDate 2021
url https://doaj.org/article/7785c1c7e9384c4da4124a50d27cca35
work_keys_str_mv AT katehenleyaverett remotelearningcovid19andchildrenwithdisabilities
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