dc.contributor.author | Hill, Chelsea | |
dc.contributor.author | Keville, Saskia | |
dc.contributor.author | Ludlow, Amanda | |
dc.date.accessioned | 2021-10-01T14:30:02Z | |
dc.date.available | 2021-10-01T14:30:02Z | |
dc.date.issued | 2023-06-16 | |
dc.identifier.citation | Hill , C , Keville , S & Ludlow , A 2023 , ' Inclusivity for children with autism spectrum disorders: Parent’s reflections of the school learning environment versus home learning during COVID-19. ' , International Journal of Developmental Disabilities , vol. 69 , no. 4 , pp. 546-554 . https://doi.org/10.1080/20473869.2021.1975253 | |
dc.identifier.issn | 2047-3869 | |
dc.identifier.other | ORCID: /0000-0003-2401-5226/work/143863370 | |
dc.identifier.uri | http://hdl.handle.net/2299/25096 | |
dc.description | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) | |
dc.description.abstract | Whilst attendance in mainstream school helps encourage inclusivity, these environments are recognised as being particularly challenging for young people with an autism spectrum disorder (ASD). The COVID-19 pandemic brought a novel transition as young people moved from school to home-learning. This study compared the experiences of parents of children with ASD and co-occurring health difficulties of school-learning environments with their home-learning environments during COVID-19 lockdown. An interpretative phenomenological analysis was conducted on semi-structured interviews from six parents of children (aged 8-15 years old) with ASD. Four superordinate themes were generated: Interactions between Health, ASD and Learning Environments; School Support and Managing Health Needs; Seeking Solutions; and Learning from COVID-19 Lockdown. The study highlighted the impact of ASD and co-occurring health difficulties on learning where parents found ways to provide positive home-learning environments which could be used and/or transferred back into school environments. These results hold real-world implications where educators could treat sensory and ASD friendly environments as standard and include genuine adjustments for children with ASD and additional needs. A flexible home-learning approach using parental knowledge around environmental adjustments that support learning, wellbeing and a sense of inclusion should be prioritised for children’s overall development and wellbeing in these unprecedented times, and beyond. | en |
dc.format.extent | 9 | |
dc.format.extent | 859986 | |
dc.language.iso | eng | |
dc.relation.ispartof | International Journal of Developmental Disabilities | |
dc.subject | COVID-19 | |
dc.subject | autism spectrum disorder | |
dc.subject | health issues | |
dc.subject | home-learning | |
dc.subject | inclusivity | |
dc.subject | learning environments | |
dc.subject | school-learning | |
dc.subject | transition | |
dc.subject | Developmental and Educational Psychology | |
dc.subject | Psychiatry and Mental health | |
dc.title | Inclusivity for children with autism spectrum disorders: Parent’s reflections of the school learning environment versus home learning during COVID-19. | en |
dc.contributor.institution | Psychology and NeuroDiversity Applied Research Unit | |
dc.contributor.institution | Department of Psychology, Sport and Geography | |
dc.contributor.institution | Health and Clinical Psychology Research Group | |
dc.contributor.institution | Centre for Research in Psychology and Sport Sciences | |
dc.contributor.institution | School of Life and Medical Sciences | |
dc.contributor.institution | Weight and Obesity Research Group | |
dc.contributor.institution | Psychology | |
dc.description.status | Peer reviewed | |
dc.identifier.url | http://www.scopus.com/inward/record.url?scp=85115245868&partnerID=8YFLogxK | |
rioxxterms.versionofrecord | 10.1080/20473869.2021.1975253 | |
rioxxterms.type | Journal Article/Review | |
herts.preservation.rarelyaccessed | true | |