Code, Aimee, Fox, Laura orcid.org/0000-0003-0890-9334, Asbury, Kathryn orcid.org/0000-0003-0011-457X et al. (1 more author) (2022) How did autistic children, and their parents, experience school transition during the Covid-19 pandemic? British Journal of Special Education. pp. 168-189. ISSN 1467-8578
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 The Authors. British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 09 May 2022 14:30 |
Last Modified: | 21 Jan 2025 18:02 |
Published Version: | https://doi.org/10.1111/1467-8578.12414 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1111/1467-8578.12414 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:186616 |
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