探索新冠疫情期间土耳其父母对于其患有轻度智力障碍子女在线科学课程的亲身经历。
Exploring Turkish parents' lived experiences on online science lessons of their children with mild intellectual disability amid the COVID-19 pandemic.
作者信息
Yarımkaya Derya, Töman Ufuk
机构信息
Technical Sciences Vocational School, Bayburt University, Bayburt, Turkey.
Faculty of Education Sciences, Bayburt University, Bayburt, Turkey.
出版信息
Int J Dev Disabil. 2021 May 7;69(2):340-349. doi: 10.1080/20473869.2021.1922242. eCollection 2023.
The purpose of this qualitative study was to explore Turkish parents' lived experiences on online science lessons of their children with mild intellectual disability amid COVID-19 pandemic. This study used the phenomenological qualitative research design. Participants in this study were 16 parents, who have children with mild intellectual disability and participated in one-on-one semi-structured phone calls. Interview data were thematically analyzed. Five overarching themes were found: (1) parents' general experiences on online science lessons, (2) advantages of online science lessons, (3) disadvantages of online science lessons, (4) barriers in online science lessons, and (5) parents' recommendations for online science lessons. The results revealed that the majority of parents agreed on the school closure policy due to the COVID-19 pandemic, but were not satisfied with the online science lessons, and focused on the disadvantages of online science lessons for their children with mild intellectual disability.
这项定性研究的目的是探讨在新冠疫情期间，土耳其父母对于其患有轻度智力障碍子女在线科学课程的亲身经历。本研究采用了现象学定性研究设计。该研究的参与者为16位有轻度智力障碍子女的家长，他们参与了一对一的半结构化电话访谈。访谈数据进行了主题分析。研究发现了五个总体主题：（1）家长对在线科学课程的总体体验；（2）在线科学课程的优点；（3）在线科学课程的缺点；（4）在线科学课程中的障碍；（5）家长对在线科学课程的建议。结果显示，大多数家长认同因新冠疫情而实施的学校关闭政策，但对在线科学课程不满意，并关注在线科学课程对其患有轻度智力障碍子女的不利之处。
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