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Auteur Kane CARLOCK |
Documents disponibles écrits par cet auteur (1)
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Special education for students with autism during the COVID-19 pandemic: "Each day brings new challenges" / Sarah HURWITZ in Autism, 26-4 (May 2022)
[article]
Titre : Special education for students with autism during the COVID-19 pandemic: "Each day brings new challenges" Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Blaine GARMAN-MCCLAINE, Auteur ; Kane CARLOCK, Auteur Article en page(s) : p.889-899 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Covid-19 Education, Special Humans Pandemics Students COVID-19 pandemic Individualized Education Program Individuals with Disabilities Education Act/free appropriate public education autistic/autism spectrum disorder evidence-based practice implementation science special education teachers Index. décimale : PER Périodiques Résumé : The novel coronavirus (COVID-19) disrupted how special educators provided supports and services for students with autism spectrum disorder. School closures and the related pivoting between learning modalities (i.e. virtual, hybrid, and face-to-face) were difficult for all students, but especially for students with autism, who rely on routine and require individualized instruction. In this study, we surveyed 106 special education teachers, behavior specialists, and speech pathologists who work with autistic students to learn about how they adapted instruction to comply with the complex social distancing rules and changing expectations of the pandemic. Participants reported "making the best out of a bad situation" and "constantly using 'trial & error' to find the best way for our students to eLearn." They emphasized the importance of collaboration with parents, who helped deliver intervention and monitor progress across settings. They made alterations to Individualized Education Programs, by adding individualized contingency learning plans, adjusting service minutes, and sometimes eliminating social goals. Participants were surprised that while students with more intense needs struggled, others actually preferred virtual instruction. This raises concerns for what will happen in the future, when social expectations resume. Despite the overwhelming challenges posed by COVID-19, participants demonstrated remarkable resiliency and an innovative ability to adapt instruction. En ligne : https://dx.doi.org/10.1177/13623613211035935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-4 (May 2022) . - p.889-899[article] Special education for students with autism during the COVID-19 pandemic: "Each day brings new challenges" [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Blaine GARMAN-MCCLAINE, Auteur ; Kane CARLOCK, Auteur . - p.889-899.
Langues : Anglais (eng)
in Autism > 26-4 (May 2022) . - p.889-899
Mots-clés : Autism Spectrum Disorder Autistic Disorder Covid-19 Education, Special Humans Pandemics Students COVID-19 pandemic Individualized Education Program Individuals with Disabilities Education Act/free appropriate public education autistic/autism spectrum disorder evidence-based practice implementation science special education teachers Index. décimale : PER Périodiques Résumé : The novel coronavirus (COVID-19) disrupted how special educators provided supports and services for students with autism spectrum disorder. School closures and the related pivoting between learning modalities (i.e. virtual, hybrid, and face-to-face) were difficult for all students, but especially for students with autism, who rely on routine and require individualized instruction. In this study, we surveyed 106 special education teachers, behavior specialists, and speech pathologists who work with autistic students to learn about how they adapted instruction to comply with the complex social distancing rules and changing expectations of the pandemic. Participants reported "making the best out of a bad situation" and "constantly using 'trial & error' to find the best way for our students to eLearn." They emphasized the importance of collaboration with parents, who helped deliver intervention and monitor progress across settings. They made alterations to Individualized Education Programs, by adding individualized contingency learning plans, adjusting service minutes, and sometimes eliminating social goals. Participants were surprised that while students with more intense needs struggled, others actually preferred virtual instruction. This raises concerns for what will happen in the future, when social expectations resume. Despite the overwhelming challenges posed by COVID-19, participants demonstrated remarkable resiliency and an innovative ability to adapt instruction. En ligne : https://dx.doi.org/10.1177/13623613211035935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473