Majoko Tawanda, Dudu Annah
Robert Mugabe School of Education and Culture, Jairos Jiri Centre of Special Needs Education, Great Zimbabwe University, Masvingo, Zimbabwe.
Int J Dev Disabil. 2020 Aug 14;68(4):474-478. doi: 10.1080/20473869.2020.1803025. eCollection 2022.
This study explored parents' strategies for home educating their children with Autism Spectrum Disorder (ASD) during the COVID-19 period in Harare Urban District in Zimbabwe. Embedded within international research findings on the subject, this qualitative study drew on a purposive sample of eight parents. Telephonic individual interviews, information sheets, and field notes were used to collect data. A constant comparative approach of data organization with continuous adjustment was used throughout the analysis in order to guarantee that codes captured the range of ideas of the parents. Parents committedly home educated children with ASD in collaboration and discourse with their family members and peer parents. Complementary and supplementary roles of parents and family members in the home education of their children with ASD facilitated the transition of these children from school to home routine activities. Parents of children with ASD fostered in these children an awareness of the new social reality of the COVID-19 period and the safety precautions. This study offers insights regarding parents' strategies for home educating their children with ASD during the COVID-19 period.
本研究探讨了津巴布韦哈拉雷市区新冠疫情期间，家长对患有自闭症谱系障碍（ASD）孩子的家庭教育策略。本定性研究借鉴了该主题的国际研究成果，选取了八名家长作为有目的抽样样本。通过电话单独访谈、信息表和实地记录来收集数据。在整个分析过程中，采用了数据组织的持续比较方法，并不断进行调整，以确保编码涵盖家长的各种想法。家长们与家庭成员和其他家长合作并交流，全心全意地在家中对患有自闭症谱系障碍的孩子进行教育。家长和家庭成员在对患有自闭症谱系障碍孩子的家庭教育中所扮演的补充和辅助角色，促进了这些孩子从学校日常活动向家庭日常活动的过渡。患有自闭症谱系障碍孩子的家长培养了这些孩子对新冠疫情期间新社会现实的认识以及安全防范意识。本研究提供了有关新冠疫情期间家长对患有自闭症谱系障碍孩子的家庭教育策略的见解。
