Distance Learning in an Inclusive Preschool Focused on Autism During the COVID-19 Pandemic

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL
M. Siller, Harshini Murthy, Sally Fuhrmeister
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引用次数: 0

Abstract

Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.
2019冠状病毒病大流行期间以自闭症为重点的包容性幼儿园的远程学习
尽管在2019冠状病毒病(COVID-19)大流行期间广泛使用了远程学习,但人们对这种教学形式对学龄前儿童发展的适宜性知之甚少,特别是在包容性环境中实施时。目前的研究是在一所大学附属的、国家资助的、专注于自闭症谱系障碍(ASD)的包容性学前课堂上进行的,在那里,家长可以选择在2020/21学年的前9周参加一个全距离课程(FDP)。有四个孩子的父母,包括两个患有自闭症的孩子,选择了FDP选项。使用屏幕截图记录同步的整个小组、小组和个人在线会话,并对儿童保持注意力和定向交流进行编码。此外,家长和教师完成了离职访谈或焦点小组访谈,并使用定性研究方法进行了转录和分析。这是第一个使用观察方法来测量学龄前FDP会议期间儿童参与的研究。这一混合方法多案例研究的结果描绘了在包容性学前环境中实施远程学习所固有的机会和局限性的丰富图景。讨论了总体结论、未来发展方向和研究局限性。
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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