Understanding the Educational Experiences of Autistic Learners and Their Families in Ontario, Canada During COVID-19-Related School Closures
Notice bibliographique
Résumé
The focus of this study was the educational experiences of autistic learners and their families during COVID-19-related school closures in Ontario, Canada. The problem addressed by the study was the existing gap in knowledge and understanding related to the unique educational experiences of autistic learners and their families in Ontario during COVID-19-related school closures which will prevent policy makers, educators, and parents from better supporting autistic learners’ educational needs in the future. The guiding theoretical framework of this study was Bronfenbrenner's Ecological Systems Theory (Bronfenbrenner, 1977). Nine parents whose children were enrolled in an Ontario public or Catholic school and who were 8-13 years old at the start of the pandemic were interviewed for this study. Braun and Clarke’s (2006) six-phase framework for Thematic Analysis was used to code and analyze the data using NVivo 12. Nine themes emerged from the data. The first two themes demonstrated that autistic learners’ and their families’ educational experiences during COVID-19-related school closures varied widely, from being positive and beneficial to being very challenging and detrimental, to the child’s learning and their social and communication skills. The third and fourth themes highlighted the varied ways in which autistic learners responded to school closures and their subsequent impacts on their daily routines. Themes 5-8 highlighted how access to educational supports (i.e. Educational Assistants), assistive technologies, hands-on support from parents and grandparents, and varied forms of privilege (i.e. parents’ ability to work flex hours and from home, private learning spaces within the household, limited number of siblings) were important factors that influenced a child’s educational experience while learning from home during school closures. The study’s last theme found that the COVID-19 educational experience has elicited within parents a desire to remain more actively involved in their child’s education than they were prior to the pandemic. The study concluded with ten considerations for policy makers, educators and parents to adopt both during and beyond school closures to help better support autistic learners unique learning needs, and shared four recommendations for future research based on gaps identified within existing research on the topic and emerging from this study’s findings.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,023 | 0,008 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».