“It Just Does Not Work”: Parents’ Views About Distance Learning for Young Children with Special Needs

Simple item page
dc.contributor.authorSonnenschein, Susan
dc.contributor.authorStites, Michele
dc.contributor.authorGrossman, Julie A.
dc.contributor.authorGalczyk, Samantha H.
dc.date.accessioned2022-07-27T15:15:05Z
dc.date.available2022-07-27T15:15:05Z
dc.date.issued2022-07-08
dc.description.abstractCOVID-19 forced educational jurisdictions in the United States and abroad to implement stay-at-home policies that closed most in-school services. Beginning in March 2020, all children were thrust into virtual learning. This research describes US parents’ views of distance learning for a subset of those children: young children, aged two to eight years, with disabilities. Parents (N = 47) completed an online survey of multiple-choice and short-answer questions about distance learning for young children with disabilities. Data were collected from October to November 2020 when many schools were participating in distance learning in either a full or hybrid format. Parents in this study indicated that distance learning was often unsuccessful because their children needed too much adult support, required specialized instruction and therapies, and lacked opportunities for social interaction. These findings provide initial insight into the challenges of providing distance learning to young children with disabilities. While the COVID-19 crisis may be nearing an end, distance learning, at least in some format, is likely here to stay. This research highlights challenges that need to be addressed to make it successful.en_US
dc.description.urihttps://link.springer.com/chapter/10.1007/978-3-030-96977-6_13en_US
dc.format.extent38 pagesen_US
dc.genrebook chaptersen_US
dc.genrepostprintsen_US
dc.identifierdoi:10.13016/m286bu-dwzq
dc.identifier.citationSonnenschein, S., Stites, M.L., Grossman, J.A., Galczyk, S.H. (2022). “It Just Does Not Work”: Parents’ Views About Distance Learning for Young Children with Special Needs. In: Pattnaik, J., Renck Jalongo, M. (eds) The Impact of COVID-19 on Early Childhood Education and Care. Educating the Young Child, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-96977-6_13en_US
dc.identifier.urihttps://doi.org/10.1007/978-3-030-96977-6_13
dc.identifier.urihttp://hdl.handle.net/11603/25245
dc.language.isoen_USen_US
dc.publisherSpringeren_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Psychology Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Education Department
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.en_US
dc.rightsAccess to this item will begin on 7/8/24.
dc.title“It Just Does Not Work”: Parents’ Views About Distance Learning for Young Children with Special Needsen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0001-7898-2882en_US
dcterms.creatorhttps://orcid.org/0000-0003-0343-4595en_US

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Sonnenschein CHAPTER OCTOBER 6 final.pdf
Size:
432.96 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.56 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

UMBC Psychology Department
UMBC Education Department
UMBC Faculty Collection