Learning in Lockdown: A Small-Scale Qualitative Study Exploring the Experiences of Autistic Young People in Scotland

Autor/inn/en	McCorkell, Linzi; Lobo, Lindsay
Titel	Learning in Lockdown: A Small-Scale Qualitative Study Exploring the Experiences of Autistic Young People in Scotland
Quelle	In: Educational & Child Psychology, 38 (2021) 3, S.75-89 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Adolescents; Secondary School Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Student Experience; Student Attitudes; COVID-19; Pandemics; School Closing; Distance Education; Electronic Learning; Learner Engagement; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Studienerfahrung; Schülerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Ausland
Abstract	Aim: This study aims to hear the voices of autistic learners to investigate the meaning they made of their learning experiences during the lockdown period of school closures necessitated by the COVID-19 pandemic--particularly, what were the factors that contributed to positive engagement in remote digital learning, and were there any challenges? Method/Rationale: Three mainstream secondary schools in Scotland were asked to identify pupils who they perceived to have demonstrated increased engagement with learning via virtual means. Semi-structured interviews were conducted with seven pupils, ranging from S1-S3 (Years 8-10 in England and Wales) during lockdown, to ask about their experiences of learning at home. Findings: Thematic analysis identified six key themes--life at home, technology, working independently, curriculum, adult support and peer support--involving key elements that supported the young people's engagement. Although all the participants identified supportive elements, aspects of remote learning that presented challenge to engagement were also expressed. These emerged under the same themes. Limitations: The sample size was small and allowed exploration rather than generalisation. The research is based on pupil voice and not triangulated with additional quantitative or qualitative measures. Conclusions: The study explored autistic young people's experiences of learning during lockdown and found, consistent with prior literature, how tasks are mediated online and the nature of adult contact to support this, were key to supporting engagement in learning. Flexibility and control over a goal-directed timetable was also important. Reflections suggest planning implications for schools and educational psychologists, particularly as remote learning remains a key tenet for curricular delivery and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01