Literaturnachweis - Detailanzeige
Autor/inn/en | Bakaniene, Indre; Dominiak-Swigon, Martyna; Meneses da Silva Santos, Miguel Augusto; Pantazatos, Dimitris; Grammatikou, Mary; Montanari, Marco; Virgili, Irene; Galeoto, Giovanni; Flocco, Paolo; Bernabei, Laura; Prasauskiene, Audrone |
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Titel | Challenges of Online Learning for Children with Special Educational Needs and Disabilities during the COVID-19 Pandemic: A Scoping Review |
Quelle | In: Journal of Intellectual & Developmental Disability, 48 (2023) 2, S.105-116 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Galeoto, Giovanni) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1366-8250 |
DOI | 10.3109/13668250.2022.2096956 |
Schlagwörter | COVID-19; Pandemics; Students with Disabilities; Barriers; Online Courses; Parent Role; Scheduling; Access to Computers; Equal Education; Student Needs; Social Isolation; School Closing; Educational Technology; Parent Attitudes; Teacher Attitudes; Intervention; Foreign Countries; United States; Germany; United Kingdom; Australia; Greece; Cyprus; Italy; Turkey; Jordan Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Online course; Online-Kurs; Parental role; Elternrolle; Disposition; Soziale Isolation; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Elternverhalten; Lehrerverhalten; Ausland; USA; Deutschland; Großbritannien; Australien; Griechenland; Zypern; Italien; Türkei |
Abstract | Background: The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). Method: In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified. Results: The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND. Conclusions: The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |