Partnership with Families of Students with Disabilities during the Coronavirus Pandemic: A Lesson Learned for the Future
The global COVID-19 pandemic has changed human lives in myriad ways and one of its impacts has been the significant transition to distance learning th.
- Pub. date: November 15, 2024
- Online Pub. date: October 23, 2024
- Pages: 645-654
- 55 Downloads
- 106 Views
- 0 Citations
The global COVID-19 pandemic has changed human lives in myriad ways and one of its impacts has been the significant transition to distance learning that has occurred at all levels of education around the world. In this emerging system, teachers and parents have proved ill-equipped for the sudden changes involved, and a number of critical difficulties and issues pertaining to increased parental involvement have been exposed. Parents have been called upon to engage more effectively with the education of their children and to support them in various types and levels of distance learning. Parents have always formed a critical link between children and schools; however, alongside teachers, they have recently been required to assume new and unfamiliar roles and responsibilities, working together within an online educational environment. This study investigates the extent to which the transition to distance learning has affected the partnership between schools and families of students with disabilities. A qualitative research approach has been adopted, using semi-structured interviews with special education teachers. The findings are predominantly positive, with teachers believing that distance learning creates opportunities for developing stronger connections between schools and families, enabling more personalised communication, greater capacity and confidence within families, as well as opportunities for enhancing connections with the wider community.
Keywords: COVID-19, distant learning, parents, partnership, students with disabilities.
0
References
Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11), Article e05482. https://doi.org/10.1016/j.heliyon.2020.e05482
Aldosari, M. S., & Pufpaff, L. A. (2014). Sources of stress among parents of children with intellectual disabilities: A preliminary investigation in Saudi Arabia. Journal of Special Education Apprenticeship, 3(1), Article 3. https://doi.org/10.58729/2167-3454.1031
Al-Kahtani, M. A. (2015). The individual education plan (IEP) process for students with intellectual disabilities in Saudi Arabia: Challenges and solutions. [Doctoral dissertation, University of Lincoln]. King Saud University. https://bit.ly/3NnqObI
Batshon, D., & Shahzadeh, Y. (2020). Education in the time of Covid-19 in Jordan: A roadmap for short, medium, and long-term responses. Center for Lebanese studies. https://rb.gy/odwdwh
Bauman, Z. (1966). Three remarks on contemporary educational problems. The Polish Sociological Bulletin, (13), 77-89. https://www.jstor.org/stable/44824676
Bol, T. (2020). Teaching system lap. Inequality in home-schooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
Bryman, A. (2015). Social research methods. Oxford University Press.
Cavanaugh, C. S., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of open access literature. International Review of Research in Open and Distance Learning, 10(1), 1–22. https://doi.org/10.19173/irrodl.v10i1.607
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 18(4), 454–482. https://doi.org/10.1521/scpq.18.4.454.26995
Cohen, J., & Kupferschmidt, K. (2020). Strategies shift as coronavirus pandemic looms. Science, 367(6481), 962-963. https://doi.org/10.1126/science.367.6481.962
Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20(4), 473–497. https://doi.org/10.1521/scpq.2005.20.4.473
de Boer, A. A., & Munde, V. S. (2015). Parental attitudes toward the inclusion of children with profound intellectual and multiple disabilities in general primary education in the Netherlands. The Journal of Special Education, 49(3), 179–187. https://doi.org/10.1177/0022466914554297
Driessen, G., Smit, F., & Sleegers, P. (2005). Parental involvement and educational achievement. British Educational Research Journal, 31(4), 509–532. https://doi.org/10.1080/01411920500148713
Education for All Handicapped Children Act, 94-142 (1975). https://www.gao.gov/assets/113316.pdf
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during COVID-19 school closures. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 204(6), 291– 295. https://doi.org/10.1038/bdj.2008.192
Guan, A. G. R., & Benavides, N. G. (2021). Parent-teacher-learner collaboration in facilitating modular instruction. United International Journal for Research & Technology, 2(7), 80-89. https://bit.ly/3YpWJ1m
Hammersley, M. (2007). Educational research and evidence-based practice. Sage.
Hoover-Dempsey, K. V., Walker, J. M., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194
Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004). https://bit.ly/489XpLN
Javier, I. O. (2005). The individuals with disabilities education act (IDEA). Nova Science Publishers.
Lau, E. Y. H., Li, J. B., & Lee, K. (2021). Online learning and parent satisfaction during COVID-19: Child competence in independent learning as a moderator. Early Education and Development, 32(6), 830-842. ttps://doi.org/10.1080/10409289.2021.1950451
Lee, J.-S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218. https://doi.org/10.3102/00028312043002193
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Liu, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The validation of one parental involvement measurement in virtual schooling. Journal of Interactive Online Learning, 9(2), 105–132. https://bit.ly/3BFjC84
Makrooni, G. (2019). Being a first-generation migrant family student in Finland: perceptions and experiences of the educational journey to higher education. Journal of Ethnic and Cultural Studies, 6(3), 157-170. https://doi.org/10.29333/ejecs/293
McDermott-Fasy, C. E. (2009). Family-school partnerships in special education: A narrative study of parental experiences [Doctoral dissertation, Boston College]. Lynch School of Education. http://hdl.handle.net/2345/918
Mislan, N., Kosnin, A. M., & Yeo, K. J. (2009). Teacher-parent collaboration in the development of individualised education programme (IEP) for special education. International Journal of Learner Diversity, 1(1), 165–187. https://bit.ly/3BKtT2Z
Ömeroğulları, M., & Gläser-Zikuda, M. (2022). Relationships between school enjoyment, social integration, and achievement at the beginning of primary school: Does family background matter? European Journal of Psychology and Educational Research, 5(2), 127-143. https://doi.org/10.12973/ejper.5.2.127
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373–410. https://doi.org/10.3102/003465430305567
Reich, J., Buttimer, C. J., Fang, A., Hillaire, G., Hirsch, K., Larke, L. R., Littenberg-Tobias, J., Moussapour, R., Napier, A., Thompson, M., & Slama, R. (2020). Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. Teaching System Lap. https://doi.org/10.35542/osf.io/437e2
Rice, K. (2009). Priorities in k-12 distance education: A Delphi study examining multiple perspectives on policy, practice and research. Educational Technology & Society, 12(3), 163–177. https://bit.ly/3BUo2rK
Robson, C., & McCartan, K. (2016). Real world research. John Wiley & Sons.
Selwyn, N., Banaji, S., Hadjithoma‐Garstka, C., & Clark, W. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learning, 27(4), 314-323. https://doi.org/10.1111/j.1365-2729.2011.00428.x
Sorenson, C. (2012). Learning online at the K-12 level: A parent/guardian perspective. International Journal of Instructional Media, 39(4), 297–307.
Spinelli, M., Lionetti, F., Setti, A., & Fasolo, M. (2021). Parenting stress during the COVID‐19 outbreak: Socioeconomic and environmental risk factors and implications for children’s emotion regulation. Family Process, 60(2), 639-653. https://doi.org/10.1111/famp.12601
Suryandai, K. C., Rokhmaniyah, Salimi, M., & Fatimah, S. (2022). Involvement of teachers, parents, and school committees in improving scientific attitudes of elementary school students: Application of Rasch model analysis. International Journal of Educational Methodology, 8(4), 783-794. https://doi.org/10.12973/ijem.8.4.783
Taylor, R. L., Smiley, L. R., & Richards, S. B. (2009). Exceptional students: Preparing teachers for the 21st century. McGraw Hill.
Thomas, G. (2017). How to do your research project: a guide for students. Sage.
Tutt, R., & Williams, P. (2015). The SEND code of practice 0-25 years: policy, provision and practice. SAGE. https://doi.org/10.4135/9781529714463
United Nations. (2020). Policy Brief: Education during COVID-19 and beyond. https://t.ly/_HQFu
Wanat, C. L. (2010). Challenges balancing collaboration and independence in home-school relationships: Analysis of parents’ perceptions in one district. School Community Journal, 20(1), 159–186. https://bit.ly/4f3QsOt
Woofter, S. (2019). Book review: Building equity: policies and practices to empower all learners. American Journal of Qualitative Research, 3(1), 136- 139. https://doi.org/10.29333/ajqr/5815