Children with special educational needs and parental burnout during the pandemic lockdown period

İrem Damla Çi̇men, Z. Yeği̇n, Ahmet Sefa Gümüşsoy, Tuğçe Kapucu
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Abstract

Objective: This study aimed to investigate whether children with special needs and their parents had problems with special education needs during the lockdown, and to examine the relationship between the special education process and the parent-child relationship, the level of burnout of parents. Material and Methods: Our study included 283 parents with children registered to a special education and rehabilitation centers in Kocaeli province of Turkey during the 2020-2021 academic year. Sociodemographic data form, Maslach Burnout Inventory and Parent-Child Relationship Scale were given to parents. Results: Burnout of the parents with children with autism spectrum disorder is at a higher level. The development of the children with parents who had high burnout scores regressed. The progress in the development of children whose mothers were employed, whose parents did not work from home, whose family's monthly income was 4501 TL and above, and who received special education for 0-24 months until the restriction period of the pandemic was reported as better by the parents. Parents with children aged 11-below have more positive relationship with their children. Conclusion: Our study demonstrated that the closure of special education may play a role in increased burnout and negatively affected children and parents. Monitoring the development process of children and the mood of parents during pandemics or other situations that lead to the closure of special education centres will be important to identify the problem areas and prepare support programmes.
在大流行封锁期间,有特殊教育需要的儿童和父母的倦怠
目的:本研究旨在调查特殊需要儿童及其家长在封锁期间是否存在特殊教育需求问题,并探讨特殊教育过程与亲子关系、家长倦怠水平的关系。材料和方法:我们的研究纳入了2020-2021学年在土耳其科卡埃利省特殊教育和康复中心登记的283名儿童家长。对父母发放社会人口学数据表、Maslach倦怠量表和亲子关系量表。结果:自闭症谱系障碍患儿家长的倦怠程度较高。父母倦怠得分高的儿童的发展出现了倒退。据父母报告,母亲有工作、父母不在家工作、家庭月收入在4501里亚尔及以上、在大流行限制期之前接受0-24个月特殊教育的儿童在发展方面的进展较好。孩子年龄在11岁以下的家长与孩子的关系更积极。结论:我们的研究表明,特殊教育的关闭可能会增加倦怠,并对儿童和家长产生负面影响。在流行病或其他导致特殊教育中心关闭的情况下,监测儿童的发展过程和家长的情绪,对于确定问题领域和拟订支助方案十分重要。
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