| Title: |
How Did Autistic Children, and Their Parents, Experience School Transition during the COVID-19 Pandemic? |
| Language: |
English |
| Authors: |
Code, Aimee (ORCID 0000-0001-9675-9254); Fox, Laura (ORCID 0000-0003-0890-9334); Asbury, Kathryn (ORCID 0000-0003-0011-457X); Toseeb, Umar (ORCID 0000-0002-7536-2722) |
| Source: |
British Journal of Special Education. Jun 2022 49(2):168-189. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
COVID-19; Pandemics; Students with Disabilities; Autism; Pervasive Developmental Disorders; Parent Attitudes; Student Experience; Student Adjustment; Foreign Countries |
| Geographic Terms: |
United Kingdom |
| DOI: |
10.1111/1467-8578.12414 |
| ISSN: |
0952-3383 |
| Abstract: |
Due to the COVID-19 pandemic, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a range of different school transitions in 2020. Semi-structured interviews were carried out with 13 parents of autistic children in the UK, and data were analyzed with reflexive thematic analysis. For some parents, the COVID-19 pandemic negatively impacted on aspects of school transitions. However, other parents expressed the view that these same circumstances created opportunities to approach the school transition in a unique, improved manner. This article sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of COVID-19 on school transitions, including practices that it may be advantageous to retain. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1340500 |
| Database: |
ERIC |