Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum

The COVID-19 pandemic (2020) resulted in school closures and changes to school delivery. The aim of this study was to explore how these changes impacted on children on the autism spectrum. As part of an online survey, parents (n = 180) of school-aged children (9.3–16.5 years) on the autism spectrum...

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Detalles Bibliográficos
Autores principales: Simpson, Kate, Adams, Dawn
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Brief Report
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8811594/
https://www.ncbi.nlm.nih.gov/pubmed/35113328
http://dx.doi.org/10.1007/s10803-022-05451-z
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Adams, Dawn
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Adams, Dawn
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description The COVID-19 pandemic (2020) resulted in school closures and changes to school delivery. The aim of this study was to explore how these changes impacted on children on the autism spectrum. As part of an online survey, parents (n = 180) of school-aged children (9.3–16.5 years) on the autism spectrum in Australia were asked an open-ended question on how the COVID-19 pandemic had impacted on their child’s education experience. Nearly half (48%) of the parents reported only negative impacts, 26% only positive impacts, 12% a mix of positive and negative impacts, and 9% little or no impact. Parents identified that school restrictions impacted on more than their child’s learning. These findings highlight areas to consider when supporting autism-friendly learning.
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spelling pubmed-88115942022-02-03 Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum Simpson, Kate Adams, Dawn J Autism Dev Disord Brief Report The COVID-19 pandemic (2020) resulted in school closures and changes to school delivery. The aim of this study was to explore how these changes impacted on children on the autism spectrum. As part of an online survey, parents (n = 180) of school-aged children (9.3–16.5 years) on the autism spectrum in Australia were asked an open-ended question on how the COVID-19 pandemic had impacted on their child’s education experience. Nearly half (48%) of the parents reported only negative impacts, 26% only positive impacts, 12% a mix of positive and negative impacts, and 9% little or no impact. Parents identified that school restrictions impacted on more than their child’s learning. These findings highlight areas to consider when supporting autism-friendly learning. Springer US 2022-02-03 /pmc/articles/PMC8811594/ /pubmed/35113328 http://dx.doi.org/10.1007/s10803-022-05451-z Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Brief Report
Simpson, Kate
Adams, Dawn
Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum
title Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum
title_full Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum
title_fullStr Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum
title_full_unstemmed Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum
title_short Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum
title_sort brief report: covid restrictions had positive and negative impacts on schooling for students on the autism spectrum
topic Brief Report
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8811594/
https://www.ncbi.nlm.nih.gov/pubmed/35113328
http://dx.doi.org/10.1007/s10803-022-05451-z
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