The experiences of parents with children receiving inclusive education during the Covid-19 pandemic and the distance education process

Year 2022, Volume: 5 Issue: 2, 443 - 466, 31.05.2022

Tamara Canbek Müyesser Ceylan

https://doi.org/10.31681/jetol.1084903

Abstract

This study aims to evaluate the experiences of parents with children who received inclusive education during the Covid-19 pandemic and the subsequent distance education process. In line with this purpose, the study seeks answers to the questions related to issues such as the effects of the Covid-19 pandemic on the children receiving inclusive education, the effects of the distance education process on the children receiving inclusive education, the difficulties experienced by the parents in this process, and the expectations of the parents in the distance education process. This study, which aims to examine the views of parents with children who receive inclusive education about the covid-19 pandemic and the difficulties they experience in the distance education process, is a qualitative research. Among the qualitative research designs, the phenomenology design was used in the study. The interview method was used as a data collection tool in the research. The study group was composed of eight parents who had children receiving inclusive education in Turkey. The data were obtained through semi-structured interviews and analyzed by the content analysis method. It was revealed in the study that the children who received inclusive education in the distance education process experienced different emotional problems due to their inability to socialize, and they had difficulties in adapting to the distance education process. Similarly, it was revealed that the parents also experienced different problems in terms of both having changes in their routine life and taking full responsibility of their children because of the change in their children’s education life.

Keywords

Covid-19 pandemic, Inclusive education, Distance education

References

• Aishworiya, R. & Kang, Y. Q. (2020). Including children with developmental disabilities in equation during this COVID-19 pandemic. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-02004670-6 (Date of access: 19.03.2021).
• Asbury, K., Fox, L., Deniz, E., Code, A. & Toseeb, U. (2020). How is COVID-19 affecting the mental health of children with Special Educational Needs and Disabilities and their families? Journal of Autism and Developmental Disorders, https://doi.org/10.1007/s10803-020-04577-2 (Date of access: 20.03.2021).
• Bakan, P. (2021). Özel Gereksinimli Çocuk Sahibi Annelerin Covıd-19 Pandemi Deneyimlerine İlişkin Görüşlerinin İncelenmesi. Yüksek Lisans Tezi, Marmara Üniversitesi, İstanbul.
• Başaran, M., Doğan, E., Karaoğlu, E. & Şahin, E. (2020). Koronavirüs (COVID-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Dergisi 5(2), 368-397.
• 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), 1-6. https://doi.org/10.5281/zenodo.3778083 (Date of access: 12.04.2022)
• Cavkaytar, A. (2017). Özel Eğitime Gereksinim Duyan Çocuklar ve Özel Eğitim, (Ed.:Diken, İ.H.), Özel Eğitime Gereksinim Duyan Çocuklar ve Özel Eğitim. Ankara: Pegem Akademi Yayınları
• Dhiman, S., Sahu, P. K., Reed, W. R., Ganesh, G. S., Goyal R. K. & Jain, S. (2020). Impact of COVID-19 outbreak on mental health and perceived strain among caregivers tending children with special needs. Research in Developmental Disabilities 107.
• Dickinson, H. & Yates, S. (2020). More than isolated: The experience of children and young people with disability and their families during the COVID-19 pandemic (p. 36). https://apo.org.au/node/305856 (Date of access: 20.03.2021).
• Diken, H. İ. & Sucuoğlu, B. (1999). Sınıfında Zihin Engelli Çocuk Bulunan ve Bulunmayan Sınıf Öğretmenlerinin Zihin Engelli Çocukların Kaynaştırılmasına Yönelik Tutumlarının Karşılaştırılması. Özel Eğitim Dergisi, 2(3), 25-39.
• Di-Renzo, M., Di-Castelbianco, B., Vanadia, E., Petrillo, M., D’Errico, S., Racinaro, L. (2020). Parent-reported behavioural changes in children with autism spectrum disorder during the COVID-19 lockdown in Italy. Continuity in Education, 1(1), 117125.
• Erol, M & Erol, A. (2020). Koronavirüs Pandemisi Sürecinde Ebeveynlerin Gözünden İlkokul Öğrencileri, Milli Eğitim, 49(1), 529-551.
• Ersoy, K., Altın, B., Sarıkaya, B. & Özkardaş, O. (2020). The Comparison of Impact ofHealth Anxiety on Dispositional Hope and Psychological Well-Being of Mothers Who Have Children Diagnosed with Autism and Mothers Who Have Normal Children, in Covid-19 Pandemic. Social Sciences Research Journal, 9(2), 117-126.
• Ersoy, Ö. & Çürük, N. (2009). Özel gereksinimli çocuğa sahip annelerde sosyal desteğin önemi. Aile ve Toplum Eğitim-Kültür ve Araştırma Dergisi, 5(17), 104-110.
• Greenspan, S. I. & Wieder, S. (2019). Özel gereksinimli çocuk. (İ. Ersevim. Çev.) İstanbul: Özgür Yayınları.
• Greenway, C. W. & Eaton-Thomas, K. (2020). Parent experiences of home-schooling children with special educational needs or disabilities during the coronavirus pandemic. British Journal of Special Education, Early View. https://nasenjournals.onlinelibrary.wiley.com/journal/14678578 (Date of access: 12.04.2022).
• Grumi, S., Provenzi, L., Gardani, A., Aramini, V., Dargenio, E., Naboni, C., Vacchini, V. & Borgatti, R. (2021). Rehabilitation services lockdown during the COVID-19 emergency: The mental health response of caregivers of children with neurodevelopmental disabilities. Disability and Rehabilitation, https://doi.org/10.1080/09638288.2020.1842520 (Date of access: 19.03.2021).
• Gür, H. & Filiz, A. (2022). Parents’ views on distance education during the Covid-19 pandemic. Journal of Educational Technology & Online Learning, 5(1), 84-104.
• Heymann, D. & Shindo, N. (2020). “COVID-19: What Is Next For Public Health?”, The Lancet, 395(10224), s. 542-545.
• Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 27, 1-12. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (Date of access: 12.04.2022).
• Jeste, S., Hyde, C., Distefano, C., Halladay, A., Ray, S. & Porath, M. (2020). Changes in access to educational and healthcare services for individuals with intellectual and developmental disabilities during COVID-19 restrictions. Journal of Intellectual Disabilities Research, 64(11), 825-833.
• Karasel-Ayda, N., Bastas, M., Altinay, F., Altinay, Z. & Dagli, G. (2020). Distance education for students with special needs in primary schools in the period of COVID19 epidemic. Propósitos y Representaciones, 8(3), e587.
• Kargın, T. (2003). Cumhuriyetin 80. Yılında Özel Eğitim, Millî Eğitim Dergisi, Sayı:160.
• Kargın, T. (2004). Kaynaştırma: Tanımı, Gelişimi ve İlkeleri. Özel Eğitim Dergisi, 5(2), 1-13.
• Karahan, S., Yıldırım Parlak, Ş., Demiröz, K., Kaya, M. & Kayhan, N. (2021). Annelerin Koronavirüs (COVID-19) sürecinde özel gereksinimli çocuklarının problem davranışları ile baş etme deneyimleri. Journal of Qualitative Research in Education, 25, 79-105. https://enadonline.com/public/assets/catalogs/0677174001612335751.pdf. (Date of access: 12.04.2022).
• MEB., “Okullarımızda Neden, Niçin, Nasıl Kaynaştırma? Yönetici, Öğretmen ve Aile Kılavuzu”, Ankara, 2010.
• Merriam, S. B. (2018). Nitel araştırma desen ve uygulama için bir rehber. (Çev. Ed. S. Turan). Ankara: Nobel Akademik Yayıncılık. (Orjinal yayın tarihi, 2009).
• Mutluer, T., Doenyas, C. & Aslan-Genç, H. (2020). Behavioral implications of the COVID-19 process for autism spectrum disorder, and individuals’ comprehension of and reactions to the pandemic conditions. Frontiers in Psychiatry, 11, 561882.
• Navas, P., Amor, A. M., Crespo, M., Wolowiec, Z. & Verduga, M. A. (2021). Supports for people with intellectual and developmental disabilities during the COVID-19 pandemic from their own perspective. Research in Developmental Disabilities, 108.
• Neece, C. Mclntyre, 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.
• Patton M. Q (1990). “Qualitative Evaluation and Research Methods”, Sage Publication, London.
• Sen, E. & Yurtseven, S. (2007). Difficulties experienced by families with disabled children. JSPN 12(4), 238-252.
• Sezgin, S. (2021). Acil uzaktan eğitim sürecinin analizi: Öne çıkan kavramlar, sorunlar ve çıkarılan dersler. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 21(1), 273-296.
• Sucuoğlu, B. (2006). Etkili Kaynaştırma Uygulamaları. Ankara: Ekinoks yayınları.
• Teti, M., Schatz, E. & Liebenberg, L. (2020). Methods in the time of COVID-19: the vital role of qualitative inquiries. International Journal of Qualitative Methods Volume, 19, 1-5.
• Thorell, L. B., Skoglund, C. B., De La Pena, A. M., Baeyens, D., Fuermaier, A. B. M. & Groom, M. J. (2020). Psychosocial effects of homeschooling during the COVID19 pandemic: Differences between seven European countries and between children with and without mental health conditions. https://doi.org/10.31234/osf.io/68pfx (Date of access: 20.03.2021).
• United Nations International Children's Emergency Fund. (2020). UNİCEF calls for averting a lost generation as COVID-19 threatens to cause irreversible harm to children’s education, nutrition and well-being. https://www.unicef.org/press-releases/unicef-calls-averting-lost-generation-covid19-threatens-cause-irreversible-harm (Date of access: 18.03.2021).
• Yıldırım, A. & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
• World Health Organization. (2007). International Classification of Functioning, Disability and Health: Children & Youth Version. Geneva: WHO press.
• World Health Organization. (2010). What is a pandemic?. https://www.who.int/csr/disease/swineflu/frequently_asked_questions/pandemic/en/ (Date of access: 18.03.2021).