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01855nam a2200229Ia 4500 |
| 001 |
10.1111-1467-8578.12414 |
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220510s2022 CNT 000 0 und d |
| 020 |
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|a 09523383 (ISSN)
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| 245 |
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|a How did autistic children, and their parents, experience school transition during the Covid-19 pandemic?
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| 260 |
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|b John Wiley and Sons Inc
|c 2022
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| 856 |
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|z View Fulltext in Publisher
|u https://doi.org/10.1111/1467-8578.12414
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|a 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. © 2022 The Authors. British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
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|a autism
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|a Covid-19
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|a qualitative research
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|a reflexive thematic analysis
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| 650 |
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|a school transition
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|a Asbury, K.
|e author
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|a Code, A.
|e author
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|a Fox, L.
|e author
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|a Toseeb, U.
|e author
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| 773 |
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|t British Journal of Special Education
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