Madaus Joseph W, Faggella-Luby Michael N, Dukes Lyman L, Gelbar Nicholas W, Langdon Shannon, Tarconish Emily J, Taconet Ashely
Department of Educational Psychology, University of Connecticut, Mansfield, CT, United States.
Alice Neeley Special Education Research and Service (ANSERS) Institute, Texas Christian University, Fort Worth, TX, United States.
Front Psychol. 2022 May 5;13:872733. doi: 10.3389/fpsyg.2022.872733. eCollection 2022.
COVID-19 caused nearly every college and university in the United States to rapidly shift to remote learning during the spring 2020 semester. While this impacted all students to different degrees, students with disabilities (SWD) faced new challenges related to their mental health, the accessibility of their instruction, the receipt of accommodations, and their interactions with faculty and student support personnel. Literature is emerging that describes the experiences of SWD during the spring 2020 semester and the swift change to remote learning. However, little is currently known about what followed for these students. The present study builds from a prior investigation of SWD during the spring 2020 semester and examines student experiences and perceptions during the 2020-2021 academic year. Eighty-eight SWD from colleges across the United States completed an instrument that contained a mix of demographic, yes/no, Likert scale and open-ended items. Responses revealed most items related to accessing services and instruction showed no improvement from the spring 2020 semester, and that items related to mental health, motivation to learn, and connections with peers were perceived as worse than in spring 2020. Open-ended responses revealed similar themes, with some students describing no improvements, and others noting that accessibility service offices and faculty provided enhanced methods of communication and support. Implications for practice and future research are presented.
2020年春季学期，新冠疫情致使美国几乎所有高校都迅速转向远程学习。虽然这在不同程度上影响了所有学生，但残疾学生面临着与心理健康、教学的可及性、获得便利条件以及与教师和学生支持人员互动相关的新挑战。越来越多的文献描述了残疾学生在2020年春季学期以及迅速转向远程学习期间的经历。然而，目前对于这些学生之后的情况知之甚少。本研究基于对2020年春季学期残疾学生的先前调查展开，考察了2020 - 2021学年学生的经历和看法。来自美国各高校的88名残疾学生完成了一份包含人口统计学、是/否、李克特量表和开放式问题的问卷。调查结果显示，与获取服务和教学相关的大多数项目自2020年春季学期以来没有改善，与心理健康、学习动力以及与同伴联系相关的项目被认为比2020年春季更糟。开放式回答揭示了类似的主题，一些学生表示没有改善，另一些学生则指出无障碍服务办公室和教师提供了改进的沟通和支持方式。本文还阐述了对实践和未来研究的启示。
