scholarly journals The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK

2021 ◽  
Author(s):  
V. Sideropoulos ◽  
D. Dukes ◽  
M. Hanley ◽  
O. Palikara ◽  
S. Rhodes ◽  
...  
Keyword(s):  
Special Education ◽  
Typically Developing ◽  
Time Points ◽  
Special Education Needs ◽  
The World ◽  
Education Needs ◽  
The Uk ◽  
The Impact

AbstractCOVID-19 has affected people across the world. The current study examined anxiety and worries during the first UK national lockdown in March 2020. Parents (n = 402) reported on their own anxiety and worries as well as that of their son/daughter with Special Education Needs and Disabilities (SEND) and typically developing (TD) child (n = 186) at three time points. Although both groups showed increased anxiety across the three time points, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19. In addition, worries differed between the groups showing that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings.

scholarly journals The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK

2021 ◽  
Author(s):  
Vasileios Sideropoulos ◽  
Daniel Dukes ◽  
Mary Hanley ◽  
Olympia Palikara ◽  
Sinead Rhodes ◽  
...  
Keyword(s):  
Special Education ◽  
Repeated Measures ◽  
Control Group ◽  
Typically Developing ◽  
School Closures ◽  
Time Points ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk ◽  
The Impact

COVID-19 has affected people across the world. However, it has been suggested that individuals with Special Education Needs and Disabilities (SEND) and their families might have been particularly impacted by the first national lockdown in the UK. In contrast to previous studies, the current study examined wellbeing and anxiety at different time points and included a control group matched for family situation. Parents of 402 individuals with SEND reported on their own anxiety and wellbeing as well as that of their son/daughter at three time points (before COVID-19, when COVID-19 pandemic started, and during the national lockdown). In addition, data from 186 typically developing (TD) siblings was obtained. Repeated measures ANOVAs and regression analyses showed that, although both individuals with SEND and their TD siblings showed increased anxiety across the three time points, levels of anxiety were not predicted by age, gender or health. Instead, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19, diagnosis of an existing anxiety disorder as well as parental anxiety. In addition, whilst TD individuals were reported to increasingly worry about social related issues as well as family related issues, those with SEND were reported to worry about issues related to school closures. These findings show that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings and that school closures have a particular effect on this group. Further implications for policy impact and interventions are discussed.

scholarly journals Niepełnosprawność i specjalne potrzeby edukacyjne w świetle polskiej i brytyjskiej poprawności politycznej

Neofilolog ◽  
1970 ◽  
pp. 29-40
Author(s):  
Iwona Dronia Iwona Dronia
Keyword(s):  
Special Education ◽  
Political Correctness ◽  
Legal Status ◽  
European Countries ◽  
Physical Impairment ◽  
Educational Context ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk

The main goal of this article is to describe the legal status and situation of disabled learners in Poland, the UK and in other European countries. The author wishes to analyze whether the trends advocated by the principles of Political Correctness (PC) have influenced the language used in the educational context, and, in particular, towards students of special education needs (SEN). The article attempts to demonstrate that neither English nor Polish are sufficiently polite in terms of describing, categorizing, evaluating or naming all the learners, who, owing to their mental or physical impairment, have Special Educational Needs.

scholarly journals The impact of COVID-19 and lockdown on families of students with special education needs

2021 ◽  
Vol 16 (3) ◽  
pp. 1010-1020
Author(s):  
Mohammad Abed Sakarneh
Keyword(s):  
Special Education ◽  
Online Communication ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Significant Events ◽  
Special Education Needs ◽  
Education Needs ◽  
Online Communication Tools ◽  
Continued Learning ◽  
The Impact

The Covid-19 pandemic has been one of the most significant events affecting the largest number of countries at the same time around the globe. Governments instituted the closure of schools and lockdown of cities and other areas to prevent the spread of the virus. Students had to learn through online platforms meant to enhance continued learning. The current study aimed to explore the extent to which Covid-19 pandemic and the lockdown impact families of students with special education needs. Qualitative approach was used; semi-structured interviews were undertaken using online communication tools via Google Meet platform and for data analysis Atlas.ti program was used for coding and categorizing. The findings revolved around main themes in the study include; behavior problems in the children, psychological distress for the parents, and difficulty of delivering the rigid content and schedules. Implications for school and social support are discussed for policymakers in Jordan.   Keywords: COVID 19, families, lockdown, students with special education needs.

scholarly journals Exploring the Impact of Quality Early Child Education on Special Education

2019 ◽  
Vol 29 (3) ◽  
pp. 6-21
Author(s):  
Gabrielle Young ◽  
David Philpott ◽  
Emily Butler ◽  
Kimberly Maich ◽  
Sharon Penney
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Professional Learning ◽  
Daily Practice ◽  
Research Literature ◽  
Pedagogical Strategies ◽  
Effective Pedagogy ◽  
Special Education Needs ◽  
Education Needs ◽  
The Impact

This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.

scholarly journals Introducing the COVID-19 crisis Special Education Needs Coping Survey

2021 ◽  
Author(s):  
Daniel Dukes ◽  
Jo Van Herwegen ◽  
Michael Alessandri ◽  
Faisal Al Nemary ◽  
Jamal Amani Rad ◽  
...  
Keyword(s):  
Special Education ◽  
High Risk ◽  
International Comparisons ◽  
Institutional Support ◽  
Financial Hardship ◽  
Anxiety And Depression ◽  
Special Education Needs ◽  
International Collaborations ◽  
Education Needs ◽  
The Impact

Individuals with special education needs have been particularly affected by the COVID-19 pandemic as they have been shown to be at high risk of losing medical and institutional support at a time when people are being asked to stay isolated, suffering increased anxiety and depression as a consequence. Their families have often found themselves under tremendous pressure to provide support, engendering financial hardship, and physical and emotional strains. In such times, it is vital that international collaborations assess the impact on the individuals and their families, affording the opportunity to make national and international comparisons of how people have coped and what needs to be done to optimize the measures taken by families, associations and governments. This paper introduces one such collaboration.

scholarly journals Teachers’ Attitudes towards Inclusive Education in Kazakhstan

2020 ◽  
Vol 24 (1) ◽  
pp. 8-19
Author(s):  
Ruben O. Agavelyan ◽  
Saule D. Aubakirova ◽  
Aisulu D. Zhomartova ◽  
Elena I. Burdina
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Training ◽  
Special Education Needs ◽  
Education Needs ◽  
The Republic ◽  
The Impact

Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.

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