Apprendimento a distanza e bambini con disabilità intellettiva e problemi di udito: sfide e strategie di coping genitoriali
DOI:
https://doi.org/10.6092/issn.1825-8670/18285Parole chiave:
Emergenza da COVID-19, insegnamento a distanza, bambini con disabilità, disabilità intellettive, disturbi dell’uditoAbstract
La pandemia COVID-19 ha provocato profonde trasformazioni globali e, nelle Filippine, l’Emergency Remote Learning (ERT) ha offerto una risposta vitale per gli studenti durante la crisi. La ricerca ha ampiamente esaminato le sfide affrontate dai genitori durante l’ERT, ma con limitata attenzione all’esperienza eccezionale di chi ha figli con disabilità intellettiva e problemi di udito. Utilizzando uno studio di caso qualitativo descrittivo all’interno del paradigma interpretativo, questo contributo mira a colmare tale lacuna, esplorando le sfide e le strategie di coping di 15 genitori delle Filippine con figli con disabilità intellettiva e problemi di udito. I risultati gettano luce sulle molteplici sfide affrontate dai genitori in quanto caregiver e facilitatori dell’istruzione dei figli; inoltre, consentono di individuare le strategie di supporto accessibili a questi genitori, evidenziando al contempo l’urgente necessità di ulteriore assistenza per meglio soddisfare i complessi bisogni dei bambini. La ricerca identifica anche le modalità più efficaci utilizzate dai genitori per affrontare le sfide dell’apprendimento a distanza. Gli esiti costituiscono una risorsa fondamentale per genitori, insegnanti e policymaker, in quanto forniscono una tabella di marcia per migliorare il sistema di supporto alle famiglie con bambini affetti da disabilità intellettiva e problemi di udito, soprattutto in tempi di crisi.
Riferimenti bibliografici
Abdelfattah, F., Rababah, A., Alqaryouti, I., Alsartawi, Z., Khlaifat, D., & Awamleh, A. (2021). Exploring feelings of worry and sources of stress during Covid-19 pandemic among parents of children with disability: A sample from Arab countries. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050216
Anderson, J. (2020, April 16). Family Coping During the Coronavirus. Harvard Graduate School of Education. Harvard: Graduate School of Education. Retrieved February 9, 2022 from https://www.gse.harvard.edu/ideas/usable-knowledge/20/04/family-coping-during-coronavirus
Althiabi, Y. (2021). Attitude, anxiety and perceived mental health care needs among parents of children with Autism Spectrum Disorder (ASD) in Saudi Arabia during COVID-19 pandemic. Research in Developmental Disabilities, 111. https://doi.org/10.1016/j.ridd.2021.103873
Bokayev, B., Torebekova, Z., Davletbayeva, Z., & Zhakypova, F. (2021). Distance learning in Kazakhstan: Estimating parents’ satisfaction of educational quality during the coronavirus. Technology Pedagogy and Education, 30(1), 27–39. https://doi.org/10.1080/1475939X.2020.1865192
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083
Bothra, S. (2021). Parental Stress in Asian American and non-Asian American Families of Children with Developmental Disabilities during COVID-19. Unpublished student research. Claremont (CA): Claremont Colleges.
Cachon-Zagalaz, J., Sanchez-Zafra, M., Sanabrias-Moreno, D., Gonzales-Valero, G., Lara-Sanchez, A. J., & Zagalaz-Sanchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.569348
Cahapay, M. B. (2022). How Filipino parents home educate their children with autism during COVID-19 period. International Journal of Developmental Disabilities, 68(3), 395–398. https://doi.org/10.1080/20473869.2020.1780554
Capozzo, R., Zoccolella, S., Musio, M., Barone, R., Accogli, M., & Logroscino, G. (2020). Telemedicine is a useful tool to deliver care to patients with Amyotrophic Lateral Sclerosis during COVID-19 pandemic: Results from Southern Italy. Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration, 21(7-8), 542–548. https://doi.org/10.1080/21678421.2020.1773502
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks (CA): Sage.
Daulay, N. (2021). Home education for children with autism spectrum disorder during the COVID-19 pandemic: Indonesian mothers experience. Research in Developmental Disabilities, 114. https://doi.org/10.1016/j.ridd.2021.103954
Department of Education (2020). Guidelines on the Engagement of Services of Learning Support Aides to Reinforce the Implementation of the Basic Education Learning Continuity Plan in Time of COVID-19 Pandemic. Retrieved March 9, 2022 from https://www.deped.gov.ph/2020/10/15/october-15-2020-do-032-s-2020-guidelines-on-the-engagement-of-services-of-learning-support-aides-to-reinforce-the-implementation-of-the-basic-education-learning-continuity-plan-in-time-of-covid-1/
Department of Education (DepEd) and Department of Health (2021). Operational Guidelines on the Implementation of Limited Face-to-face Learning Modality. (Joint Memorandum Circular no.1). Manila: Author.
DepEd (2022a). Briones Calls for Collective Efforts of Experts, Stakeholders in Creation of Future Learning Spaces for Learners. Retrieved February 15, 2022 from https://www.deped.gov.ph/2022/01/31/briones-calls-for-collective-efforts-of-experts-stakeholders-in-creation-of-future-learning-spaces-for-learners
DepEd (2022b). Guidelines on the Progressive Expansion of Face to Face Classes. (DepEd Order 17). Manila: Author.
Duraku, Z. H., & Nagavci, M. (2023). Benefits of academic tutoring and socio-emotional support for children with disabilities: Lessons learned during the Covid-19 pandemic. International Journal of Educational Reform. https://doi.org/10.1177/10567879231202486
Efstratopoulou, M., Delligianidou, S., & Sofologi, M. (2021). Exploring parents’ experience on distance learning for students with ASD. European Journal of Special Education Research, 7(1). https://doi.org/10.46827/EJSE.V7I1.3525
Eshraghi, A. A., Li, C., Alessandri, M., Messinger, D. S., Eshraghi, R. S., Mittal, R., & Armstrong, F. D. (2020). Covid-19: Overcoming the challenges faced by individuals with autism and their families. The Lancet Psychiatry, 7(6), 481–483. https://doi.org/10.1016/S2215-0366(20)30197-8
Farooq, M. M., & de Villiers, C. (2017). Telephonic qualitative research interviews: When to consider them and how to do them. Meditari Accountancy Research, 25(2), 291–316. https://doi.org/10.1108/medar-10-2016-0083
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Covid-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45–65. https://doi.org/10.29333/ajqr/8471
Gay, L., Mills, G. E., & Airasian, P. (2012). Educational Research: Competencies for Analysis and Applications (10th ed.). New Jersey: Pearson.
Gayatri, M., & Irawaty, D. K. (2022). Family resilience during Covid-19 pandemic: A literature review. Family Journal (Alexandria, Va.), 30(2), 132–138. https://doi.org/10.1177/10664807211023875
Goggin, G., & Ellis, K. (2020). Disability, communication, and life itself in the Covid-19 pandemic. The Journal of the Health Section of the Australian Sociological Association, 29(2), 168–176. https://doi.org/10.1080/14461242.2020.1784020
Greenberg, E., & Fisher, P. (2020, July 8). Families of children with disabilities will need support beyond the pandemic. Urban Institute. Retrieved February 15, 2022 from https://www.urban.org/urban-wire/families-children-disabilities-will-need-support-beyond-pandemic
Hasan, H., & Muda, S. M. (2021). Economic burden and parenting stress managing special healthcare needs children during Covid-19 pandemic. International Journal of Care Scholars, 4(Suppl.), 1–3. https://doi.org/10.31436/ijcs.v4iSupp1.194
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE. Retrieved April 23, 2024 from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Jamaludin, K. A., Alias, N., & DeWitt, D. (2015). Research and trends in the studies of homeschooling practices: A review on selected journals. Turkish Online Journal of Educational Technology, 14(3), 111–119. Retrieved April 23, 2022 from https://www.learntechlib.org/p/162041/
Kamalakannan, S., Bhattacharjya, S., Bogdanova, Y., Papadimitriou, C., Arango-Lasprilla, J. C., Bentley, J., & Jesus, T. S. (2021). Refugee empowerment task force, international networking group of the American congress of rehabilitation medicine. Health risks and consequences of a COVID-19 infection for people with disabilities: Scoping review and descriptive thematic analysis. International Journal of Environmental Research and Public Health, 18(8).
Keles, M. K., & Özel, S. A. (2016). A Review of Distance Learning and Learning Management Systems. In InTechOpen (D. Cvetković, Ed.), Virtual Learning (pp. 1–19). https://doi.org/10.5772/65222
Latzer, I., Leitner, Y., & Karnieli-Miller, O. (2021). Core experiences of parents of children with autism during the COVID-19 pandemic lockdown. Autism, 25(4), 1047–1059. https://doi.org/10.1177/1362361320984317
Lee, M., & Figuroa, R. (2012). Internal and external indicators of virtual learning success: A guide to success in K-12 virtual learning. Distance Learning, 9(1), 21–28. https://doi.org/10.1108/S1479-368720150000027005
Makrooni, G. (2019). Being a first-generation migrant family in Finland: Perceptions and experiences of the educational journey to higher education. Journal of Ethnic and Cultural Studies, 6(3), 157–170. https://doi.org/10.29333/ejecs/293
Masonbrink, A., & Hurley, E. (2020). Advocating for children during the Covid-19 school closures. Pediatrics Perspectives, 146(3). https://doi.org/10.1542/peds.2020-1440
Marshall, C., Rossman, G., & Blanco, G. (2022). Designing Qualitative Research (7th ed.). Thousand Oaks (CA): Sage.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco (CA): Jossey Bass.
Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3). https://doi.org/10.1007/S41062-020-00326-7
Muruganandam, P., Neelamegam, S., Menon, V., Alexander, J., & Chaturvedi, S. K. (2020). Covid-19 and severe mental illness: Impact on patients and its relation with their awareness about Covid-19. Psychiatry Research, 291. https://doi.org/10.1016/j.psychres.2020.113265
Navas, P., Verdugo, M. Á., Martínez, S., Amor, A. M., Crespo, M., & Deliu, M. M. (2022). Impact of Covid-19 on the burden of care of families of people with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 35(2), 577–586. https://doi.org/10.1111/jar.12969
Neece, C., McIntyre, L. L., & Fenning, R. (2020). Examining the impact of COVID-19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64(10), 739–749. https://doi.org/10.1111/JIR.12769
Novianti, R., & Garzia, M. (2020). Parental engagement in children’s online learning during Covid-19 Pandemic. Journal of Teaching and Learning in Elementary Education, 3(2), 117–131. https://doi.org/10.33578/jtlee.v3i2.7845
Parczewska, T. (2020). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the Covid-19 pandemic in Poland. International Journal of Primary, Elementary and Early Years Education, 49(7), 889–900. https://doi.org/10.1080/03004279.2020.1812689
Odendahl, T., & Shaw, A. (2002). Interviewing Elites. In J. E. Gubrium & J. A. Holstein (Eds.), Handbook of Interviewing Research (pp. 299–316). Thousand Oaks (CA): Sage.
Raguindin, P. Z. J., Lising, R. L. S., & Custodio, Z. U. (2021). Strategies for parental involvement during emergency remote teaching scale: Its psychometric properties. European Journal of Educational Research, 10(1), 427–439. https://doi.org/10.12973/EU-JER.10.1.427
Rakap, S., Vural-Batik, M., Kaklkan, S., Karnas, M., Sari, H., & Bayarakda, U. (2022). The hidden (overlooked) impact of living through a pandemic: How parents of children with disabilities fared during COVID-19?. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.827230
Rakap, S., Batik, M. V., Karnas, M., Kalkan, S., Bayrakdar, U., & Sari, H. I. (2023). Caught off guard: Parenting children with disabilities during COVID-19 pandemic. International Journal of Progressive Education, 19(2), 37–53. https://doi.org/10.29329/ijpe.2023.534.3
Richmond, G., Bartell, T., Cho, C., Gallagher, A., He, Y., Petchauer, E., & Curiel, L. C. (2020). Home/School: Research imperatives, learning settings, and the Covid-19 pandemic. Journal of Teacher Education, 71(5), 503–504. https://doi.org/10.1177/0022487120961574
Rideout, V., & Katz, V. S. (2016). Opportunity for all? Technology and learning in lower-income families. A report of the families and media project. New York: The Joan Ganz Cooney Center at Sesmae Workshop. Retrieved April 23, 2022 from https://www.joanganzcooneycenter.org/wpcontent/uploads/2016/01/jgcc_opportunityforall.pdf
Samortin, M. B., Corcuera, L. C., Alvarez, A. V. Jr., & Palm, H. R. (2022). Education and the pandemic: Examining students’ remote learning experiences in the Philippines. International Journal of Scholars in Education, 5(1), 1–13. https://doi.org/:10.52134/ueader.1064312
Schuck, R. K., & Lambert, R. (2020). “Am I doing enough?” Special educators’ experiences with emergency remote teaching in spring. Education Sciences, 10(11). https://doi.org/10.3390/EDUCSCI10110320
Sedgwick, M., & Speiers, J. (2009). The use of videoconferencing as a medium for the qualitative interview. International Journal of Qualitative Methods, 8(1), 1–11. https://doi.org/10.1177/160940690900800101
Shaw, P., & Shaw, A. (2021). Covid-19 and remote learning: Experiences of parents supporting children with special needs and disability during the pandemic. Education 3-13, 51(3), 371–385. https://doi.org/10.1080/03004279.2021.1960579
Shefaly, S., Lau, L. S. T., Tan, J. X., Ng, E. D., & Aishworiya, R. (2021). Families with children with neurodevelopmental disorders during Covid-19: A scoping review. Journal of Pediatric Psychology, 46(5), 514–525. https://doi.org/10.1093/jpepsy/jsab029
Smith, S. J., Burdette, P. J., Cheatham, G. A., & Harvey, S. P. (2016). Parental role and support for online learning of students with disabilities: A paradigm shift. Journal of Special Education Leadership, 29(2), 101–112. Retrieved April 12, 2022 from https://files.eric.ed.gov/fulltext/EJ1118423.pdf
Stephens, N. (2007). Collecting data from elites and ultra elites: Telephone and face-to-face interviews with macroeconomists. Qualitative Research, 7(2), 203–216. https://doi.org/10.1177/1468794107076020
Toquero, C. M. D. (2021). ‘Sana all’ inclusive education amid Covid-19: Challenges, strategies, and prospects of special education teachers. International and Multidisciplinary Journal of Social Sciences, 10(1), 30–51. https://doi.org/10.17583/RIMCIS.2020.6316
Toseeb, U., Asbury, D. K., Code, A., Fox, L., & Deniz, E. (2020). Supporting families with children with special educational needs and disabilities during Covid-19. PsyArXiv Preprints. https://doi.org/10.31234/OSF.IO/TM69K
Twoy, R., Connolly, P. M., & Novak, J. M. (2007). Coping strategies used by parents of children with autism. Journal of the American Academy of Nurse Practitioners, 19(5), 251–260. https://doi.org/10.1111/j.1745-7599.2007.00222.x
Umucu, E., & Lee, B. (2020). Examining the impact of COVID-19 on stress and coping strategies in individuals with disabilities and chronic conditions. Rehabilitation Psychology, 65(3), 193–198. https://doi.org/10.1037/rep0000328
Werner, S., Hochman, Y., Holler, R., & Shpigelman, C. N. (2022). Burden and growth during Covid-19: Comparing parents of children with and without disabilities. Journal of Child and Family Studies, 31(6), 1535–1546. https://doi.org/10.1007/s10826-022-02282-5
Wodehouse, G., & McGill, P. (2009). Support for family carers of children and young people with developmental disabilities and challenging behaviour: What stops it being helpful?. Journal of Intellectual Disability Research, 53(7), 644–653. https://doi.org/10.1111/j.1365-2788.2009.01163.x
Zaagsma, M., Volkers, K. M., Swart, E. A. K., Schippers, A. P., & Van Hove, G. (2020). The use of online support by people with intellectual disabilities living independently during Covid-19. Journal of Intellectual Disability Research, 64(10), 750–756. https://doi.org/10.1111/jir.12770
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3). https://doi.org/10.3390/JRFM13030055
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2024 Frances Coleen Aquino, Rhoane Claudine Estrella, Ma. Patricia Nicole Castillo, Christine Joy Villegas, Zhanina Custodio, Princess Zarla Raguindin, Lawrence Meda
Questo lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
