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
Materias:	Education L
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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Remote Learning, COVID-19, and Children With Disabilities

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