This study investigates online learning provision for students with intellectual disabilities (SWID) that was offered by special educational settings during a coronavirus outbreak in Jordan, from the perspective of their mothers (n = 67). A qualitative phenomenological design was adopted through the use of semi-structured interviews. An inductive…

The COVID-19 crisis presented teachers and families with the challenge of educating young children online. This study explored the experiences with virtual education of 51 parents and 53 teachers of young children. The results have shown that families and educators were aligned in their goals for early childhood education. Nevertheless, teachers…

At a time of deep partisan divides, Afterschool Alliance surveys have found an area of consensus around support for afterschool and summer learning programs. Across the political spectrum, parents identifying as Democratic, Independent, and Republican strongly agree that afterschool and summer learning programs are keeping kids safe, inspiring…

COVID-19 infection is an additional burden to the life of the Rohingya children living in cramped camps of Cox's Bazar, Bangladesh. BRAC has introduced Humanitarian Play Lab (HPL) for children's playful learning in the camps since 2017. During the COVID-19 pandemic, the modality was changed from face-face interactions to a telecommunication model.…

This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of 'homeschooling' and how parents reacted and adapted to these, including adjusting ideas…

In 2020 preschool participation rates substantially declined. A recent NIEER survey found that the Fall 2022 preschool participation rates had nearly returned to pre-pandemic 2019 levels. The NIEER survey asked parents of young children who were still not in preschool in the Fall of 2022 to report why they did not enroll their children. The top…

Today, students' academic achievement is slowly seeing a return to pre-pandemic trends. Researchers do not estimate a full recovery in the near future, and studies show students continue to struggle with feelings of stress, isolation, anxiety, and depression. As the nation seeks solutions to help young people amidst these struggles, voters and…

Services are critical for youth with autism spectrum disorder (ASD), especially during the transition to adulthood. Under the best of circumstances, though, it can be difficult to access needed adult services. With COVID-19, services were more difficult to obtain and retain. In this study, we explored parent perceptions of accessing new services…

This paper explores how parents in Hong Kong perceive the impact of the COVID-19 pandemic on the use of academic and non-academic private tutoring (PT) for their children, using a thematic analysis of interviews with 80 parents from diverse ethnic and socioeconomic backgrounds. We seek to understand the role of PT in parents' thinking about their…

Purpose: Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD…

The COVID-19 pandemic has resulted in a worldwide disruption of education service systems. A significant gap has emerged in understanding the impact of these changes to both educational services and child development. The current qualitative study presents interviews with early childhood educators and parents to capture their experiences with…

Individuals with anxiety disorders were traced back to have onset before aged 5 years. Early intervention is important to target preschool and primary school children. The objective of this 14-week fieldwork was to explore how we can support young children's well-being in schools. The following research questions were identified to investigate…

This study examined problem-based learning in blended learning classrooms for practicing mathematical problems in an emergency situation, such as Covid-19. For this purpose, a three-week program was framed in contrast to traditional teaching, aiming at enrichment and not remediation, for a group of fifty students' studying mathematics in a science…

Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic's impact. We recruited…

The report, "Time for a Game-Changing Summer, With Opportunity and Growth for All of America's Youth," finds that as participation in summer programs prior to the pandemic was on an upwards trajectory, there remained a significant number of children missing out. For every child in a summer learning program in 2019, another would have…