‘Trying to stay afloat’: Education professionals' perspectives on the impact of the <scp>COVID</scp>‐19 pandemic on children with special educational needs and disabilities

Ashworth, Emma ORCID: 0000-0002-5279-4514, Bray, Lucy ORCID: 0000-0001-8414-3233, Alghrani, Amel ORCID: 0000-0003-0413-5263 and Kirkby, Joanna (2024) ‘Trying to stay afloat’: Education professionals' perspectives on the impact of the <scp>COVID</scp>‐19 pandemic on children with special educational needs and disabilities. Journal of Research in Special Educational Needs.

Text
Education Manuscript FINAL - revised - 3rd round non-anonymised (002).docx - Author Accepted Manuscript
Download (88kB)

Official URL: http://dx.doi.org/10.1111/1471-3802.12647

Abstract

<jats:title>Abstract</jats:title><jats:p>This study aimed to investigate the experiences of education professionals in their efforts to provide education and support to children with special educational needs and disabilities (SEND) amid the COVID‐19 pandemic, and to gain insights into the perceived repercussions of pandemic‐related restrictions on the educational development and overall wellbeing of these children. Mixed‐methods surveys (<jats:italic>N</jats:italic> = 100) and semi‐structured qualitative interviews (<jats:italic>N</jats:italic> = 6) were utilised. Data were analysed using descriptive statistics and thematic analysis. Findings indicate substantial challenges faced by education professionals in delivering appropriate and effective education and well‐being support to children with SEND during periods of school ‘closures’, resulting in hindered academic progression and adverse impacts on the well‐being of children with SEND, their families and the education professionals themselves. It is vital that effective support strategies and appropriate training are implemented, in addition to further research to establish what would be most beneficial for all teachers, and particularly those supporting children with SEND.</jats:p>

Item Type:	Article
Uncontrolled Keywords:	Pediatric, 4 Quality Education
Divisions:	Faculty of Humanities and Social Sciences > School of Law and Social Justice
Depositing User:	Symplectic Admin
Date Deposited:	15 Jan 2024 08:41
Last Modified:	14 Mar 2024 18:38
DOI:	10.1111/1471-3802.12647
Related URLs:	Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3177829