Sonnenschein Susan, Stites Michele L, Grossman Julie A, Galczyk Samantha H
Department of Psychology, University of Maryland Baltimore County, United States.
Department of Education, University of Maryland Baltimore County, 414 Sherman Hall, A Wing, 1000 Hilltop Circle, Baltimore, MD 21250, United States.
Int J Educ Res. 2022;112:101941. doi: 10.1016/j.ijer.2022.101941. Epub 2022 Feb 4.
Research continues to emerge about the impact of COVID-19 on education; however, reports about the impact on students receiving special education services are more limited. This study examined parental views of distance learning for students with disabilities during the COVID-19 crisis. Using a survey disseminated via social media, we examined parents' views ( = 153) of PK-12 education for students receiving special education services during COVID-19. Results indicated three main themes: (1) special education and related service hours were decreased during virtual learning; (2) parents reported that their children were unable to participate in virtual learning without significant adult support; (3) parents often were unable to provide their children with assistance due to other commitments including work and childcare.
关于新冠疫情对教育影响的研究不断涌现；然而，有关其对接受特殊教育服务学生影响的报道则较为有限。本研究调查了新冠疫情危机期间家长对残疾学生远程学习的看法。通过在社交媒体上开展的一项调查，我们研究了家长（n = 153）对新冠疫情期间接受特殊教育服务学生从幼儿园到12年级教育的看法。结果显示了三个主要主题：（1）虚拟学习期间特殊教育及相关服务时长减少；（2）家长报告称，若无大量成人支持，其子女无法参与虚拟学习；（3）由于包括工作和照顾孩子在内的其他事务，家长常常无法为子女提供帮助。
