{"title":"教师作为支持的来源:COVID-19远程学习期间ADHD儿童家长的看法","authors":"Asnat Dor, Oshra Shmuel-Nir","doi":"10.7459/ept/45.2.02","DOIUrl":null,"url":null,"abstract":"The issues faced by children with ADHD and their parents in COVID-19 distance learning, and the parents’ perceptions of teachers’ role are examined in this qualitative phenomenological study. Teacher-parent collaboration is essential to implementing behavior-management programs at home and in school consistently. The instant transition to distance learning during the pandemic, which challenged teachers and families, underscored the difficulties of the students with learning disabilities. Participants were 18 mothers of elementary-school children with ADHD from mid- upper-middle social class. The research tool was semi-structured, in-depth, non-directive interview. The interviews revealed parents' descriptions of withdrawal along with opportunity, parents' response to child's difficulties, parents' initiatives, and parents' feelings of support and lack of relevant support from the educational staff. Results emphasize the importance of parent-teacher cooperation, especially in times of crisis, and of teachers’ supportive role. Practical implications are sought for guiding teachers to promote communication with parents in future crisis situations.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"44 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teachers as a Source of Support: Perceptions of Parents of Children With ADHD During COVID-19 Distance Learning\",\"authors\":\"Asnat Dor, Oshra Shmuel-Nir\",\"doi\":\"10.7459/ept/45.2.02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The issues faced by children with ADHD and their parents in COVID-19 distance learning, and the parents’ perceptions of teachers’ role are examined in this qualitative phenomenological study. Teacher-parent collaboration is essential to implementing behavior-management programs at home and in school consistently. The instant transition to distance learning during the pandemic, which challenged teachers and families, underscored the difficulties of the students with learning disabilities. Participants were 18 mothers of elementary-school children with ADHD from mid- upper-middle social class. The research tool was semi-structured, in-depth, non-directive interview. The interviews revealed parents' descriptions of withdrawal along with opportunity, parents' response to child's difficulties, parents' initiatives, and parents' feelings of support and lack of relevant support from the educational staff. Results emphasize the importance of parent-teacher cooperation, especially in times of crisis, and of teachers’ supportive role. Practical implications are sought for guiding teachers to promote communication with parents in future crisis situations.\",\"PeriodicalId\":35223,\"journal\":{\"name\":\"Educational Practice & Theory\",\"volume\":\"44 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Practice & Theory\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7459/ept/45.2.02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Practice & Theory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7459/ept/45.2.02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
Teachers as a Source of Support: Perceptions of Parents of Children With ADHD During COVID-19 Distance Learning
The issues faced by children with ADHD and their parents in COVID-19 distance learning, and the parents’ perceptions of teachers’ role are examined in this qualitative phenomenological study. Teacher-parent collaboration is essential to implementing behavior-management programs at home and in school consistently. The instant transition to distance learning during the pandemic, which challenged teachers and families, underscored the difficulties of the students with learning disabilities. Participants were 18 mothers of elementary-school children with ADHD from mid- upper-middle social class. The research tool was semi-structured, in-depth, non-directive interview. The interviews revealed parents' descriptions of withdrawal along with opportunity, parents' response to child's difficulties, parents' initiatives, and parents' feelings of support and lack of relevant support from the educational staff. Results emphasize the importance of parent-teacher cooperation, especially in times of crisis, and of teachers’ supportive role. Practical implications are sought for guiding teachers to promote communication with parents in future crisis situations.
期刊介绍:
Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.