Evaluating parental experiences in using technology for remote learning to teach students with special needs during the COVID-19 pandemic (original) (raw)
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Asia Pacific Journal of Advanced Education and Technology, 2022
This study delved into the lived experiences of parents in the involvement of students with special educational needs during distance learning amid the pandemic in the Schools Division of Valenzuela City during the school year 2020-2021. 20 selected parents participated in the face-to-face and online interviews to formulate themes on the essence of the phenomena, as well as the factors affecting the distance education of children with special educational needs. Results were based on multiple interviews wherein views regarding distance learning were adjustments and readiness, the experiences on their involvement were pedagogical, relational difficulties, and having an unstructured place at home. Furthermore, the challenges they encountered in their new role as a facilitator of learning were balancing responsibilities, establishing routines, and providing sufficient resources. Based on the themes formed from the significant statements of the participants, parents perceived that implementing distance learning amidst the Covid19 pandemic serves as a big adjustment in their role as a mother, wife, and substitute teachers to their children. They experienced difficulties in the pedagogical area which lacked knowledge in teaching strategies, and motivating the child are the things that they have to face during the new normal. In a challenging role as a facilitator of learning and household duties, parents should learn how to balance their responsibilities through time management and implementing a schedule. On the other hand, factors affecting the distance education of children with special needs were Psycho-social, psychological, emotional health, and attention.
Scaffolding Remote Learning: A Phenomenological Study of Parents’ Expe-riences in Times of Pandemic
International Journal of Multidisciplinary: Applied Business and Education Research
COVID-19 poses significant risks to global education. It has shifted traditional learning in the classroom to remote learning at home. The Department of Education initiated a continuity plan in the Philippines that applies a remote learning approach. In remote learning, parents became active participants by being solid scaffolds for their children's learning at home. Through a phenomenological design, the study explored the lived experiences of parents during the pandemic times. The data was gathered through one-on-one interviews with each of the six parent participants, with strict observance of basic IATF protocols like mask-wearing and social distancing. The collected responses were transcribed, examined, coded, and broken down into themes. After data analysis, three significant themes emerged: the description of parents' experiences in scaffolding their children's remote learning, the help extended by the parents to minimize academic stress, and the effects of remote...
Education 3-13, 2021
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Psychology and Education: A Multidisciplinary Journal, 2023
The pandemic has caused changes in the educational system of the country that affected everyone, including children with special needs and their parents. This study aimed to explore the challenges and coping strategies of the parents of children with special needs in modular distance learning. The six parents served as the participants of this study and were chosen using the purposive sampling technique. This qualitative study used a phenomenological approach, and the collected data were analyzed using thematic analysis. The findings underscored the following themes for the challenges: strapped for time in teaching at home, out of depth in facilitating learning, difficulty in engrossing the minds of children, and struggle in making children write. To cope with the mentioned challenges, parents are collaborating and taking teachers' advice, seizing the perfect mood of their children, embracing their child's individuality, and keeping their faith against all odds. Considering the result of the study, the Department of Education may review its educational plan to support children with special needs and provide additional support to the parents, especially in this new normal. Further, future researchers may examine the effectiveness of modular distance learning in meeting the learning needs of children with special needs.
JASSI ANAKKU, 2021
The role of parents is needed when students with special needs study from home. However, when accompanying children to learn online, parents find it difficult due to various factors. For this reason, the purpose of this study is to analyze how difficult it is for parents to accompany elementary school children with special needs during online learning. The research method used is descriptive qualitative with the population and the research sample are parents of elementary school students as many as 20 people. The data collection technique used in this research is a survey in the form of a questionnaire, observation notes, and documentation. The results of this study indicate that in general the obstacles for parents in assisting children with special needs to study online at home during the Covid-19 pandemic are the lack of understanding of the material by parents, the difficulty of parents in growing their children's interest in learning, not having enough time to accompany the...
The International Review of Research in Open and Distributed Learning
Due to the lockdown measures and severe restrictions taken to reduce COVID-19 transmission, which has globally been inflicted on people since March 2020, a new type of education in the form of online homeschooling has brought the role of parents to the forefront. Using online semi-structured interviews, this study aimed to investigate parents’ views on the implementation of distance education during COVID-19 in Istanbul, Turkey. The data obtained from parents with different socioeconomic backgrounds and whose children were at public and private schools were coded using initial, process, and emotion qualitative coding techniques. The data were categorized into three main themes: beginning of distance education, process of distance education, and outcomes of distance education. The beginning theme was further analyzed under three subcategories: problems related to the child, problems related to parents, and problems related to public schools. The problems encountered during the proces...
Parents’ Perspectives on Remote Learning in the Pandemic Context
Sustainability
In the spring of 2020, when the entire education system worldwide switched to distance learning, parents became key learning agents, helping students to understand how to continue learning, how to use digital solutions and how to support students in this process. This article summarizes parents’ views on the distance learning process and the challenges they faced. This is part of a larger study carried out within the project “Life with COVID-19: Evaluation of the overcoming coronavirus crisis in Latvia and recommendations for social resilience in the future” (CoLife), which was launched in Latvia in the summer of 2020 and analyzed what digital learning tools schools can use to support students in their learning. Parents’ views on 738 school-age children (313 responses about 1st–4th graders; 362 responses for 5th–9th graders and 63 responses for 10th–12th graders) were obtained, and the main conclusions were that after parents became learning agents, they would have liked more suppor...
Remote education: parents' challenges in teaching during the pandemic
Revista Brasileira de Saúde Materno Infantil, 2021
Objectives: to characterize the teaching-learning process of children in early childhood taught by their parents and/or caregivers in remote educational mode, in different social contexts, during the COVID-19 pandemic. Methods: a bibliographic study was carried out through a qualitative research in three VHL, Lilacs and Scielo databases. The descriptors Children, Pandemic, Caregivers, Distance education and Mental health were used. The sample was composed of 35 materials. Results: it was observed that countries presented problems in its educational system and that their situation also aggravated, such as in Brazil. Schools should try to mitigate the impact of the confinement, based on the recommendations that aim to consolidate what has been learned and interrupt the teaching of new content, eliminating the pressure on parents and guardians who assist students at this time. It is known that there is a lack of preparation of these caregivers, since the vast majority do not have mater...
Proceedings of the ACM on Human-Computer Interaction, 2021
The COVID-19 pandemic has dramatically shifted family life across home, work, and education, especially families from nondominant groups. As schools and other educational programs moved online, parents became the primary facilitators for their children's learning. In this work, we conducted semi-structured interviews with 22 parents from nondominant groups. Insights from interviews highlight the technology-based learning experiences of young children during the pandemic, how parents facilitated these learning experiences, and the challenges parents and children encountered in these learning experiences. We summarize four parental facilitation patterns for children's learning (i.e., designing learning, finding resources, managing, and teaching) and highlight equity issues in distance learning, such as unequal access to learning resources and quality education. Finally, we further reflect on potential solutions to address the challenges parents have reported and share implicat...
Journal of educational technology and online learning, 2022
This study aims to evaluate the experiences of parents with children who received inclusive education during the Covid-19 pandemic and the subsequent distance education process. In line with this purpose, the study seeks answers to the questions related to issues such as the effects of the Covid-19 pandemic on the children receiving inclusive education, the effects of the distance education process on the children receiving inclusive education, the difficulties experienced by the parents in this process, and the expectations of the parents in the distance education process. This study, which aims to examine the views of parents with children who receive inclusive education about the covid-19 pandemic and the difficulties they experience in the distance education process, is a qualitative research. Among the qualitative research designs, the phenomenology design was used in the study. The interview method was used as a data collection tool in the research. The study group was composed of eight parents who had children receiving inclusive education in Turkey. The data were obtained through semi-structured interviews and analyzed by the content analysis method. It was revealed in the study that the children who received inclusive education in the distance education process experienced different emotional problems due to their inability to socialize, and they had difficulties in adapting to the distance education process. Similarly, it was revealed that the parents also experienced different problems in terms of both having changes in their routine life and taking full responsibility of their children because of the change in their children's education life.