Brief Report: COVID Restrictions Had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Simpson, Kate (ORCID Simpson, Kate (ORCID 0000-0003-0743-7304); Adams, Dawn
  • Language:
    English
  • Source:
    Journal of Autism and Developmental Disorders. Jul 2023 53(7):2921-2927.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      7
    • Education Level:
      Elementary Education
      Secondary Education
    • Subject Terms:
      COVID-19; Pandemics; Students with Disabilities; Autism Spectrum Disorders; Parent Attitudes; Foreign Countries; Educational Experience; Elementary School Students; Secondary School Students
    • Subject Terms:
      Australia
    • Accession Number:
      10.1007/s10803-022-05451-z
    • ISSN:
      0162-3257
      1573-3432
    • Abstract:
      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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1382086