Holes, Patches and Multiple Hats: The Experiences of Parents of Students with Special Education Needs Navigating At-Home Learning During COVID-19

In the spring of 2020, schools across Canada and beyond closed as a public health measure to address the growing COVID-19 global pandemic. The abrupt shift to at-home learning necessitated, for many children, significant engagement by parents and family members. This chapter brings forward the perspectives of 36 Canadian parents of students with special education needs as they supported the learning of their children during school closures. Analyses of in-depth interviews revealed interrelated influences of community, family and school supports, parent efficacy and mental health. Stories shared by parents highlighted the weaknesses of school systems that were exposed when the first wave of the pandemic hit. Lessons learned include the need to develop and sustain networks of support for families of students with special education needs, particularly working mothers, and the importance of building authentic and productive partnerships between families and schools. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022

Exploring School Principals' Experiences During the First Four Months of the Pandemic as a Way to Reimagine Inclusive Education

This study involved interviewing Canadian principals (N = 37) to determine how they responded to students with special education needs during the COVID-19 pandemic. Yamamoto et al.'s (2014) concept of critical incidents and Heine et al.'s (2006) meaning maintenance model were used to evaluate the transformational power of principals' pandemic experiences in order to reimagine inclusive education. Findings revealed that these critical incidents broadly fell into four categories: 1) family support and the complications associated with partnering with parents virtually, 2) meeting students' needs in new and often innovative ways, 3) disparities in student experiences as a result of virtual schooling and 4) responses required in light of logistical and technical challenges.

Lessons Learned: Home-School Collaboration for Students with SEN during Emergency Remote Teaching

Positive home-school relationships are essential for students with SEN, and this was especially true during the initial months of the pandemic lockdown, when parents took on more responsibility for schooling. Qualitative analyses suggested that principals and parents struggled to make connections during the first months of emergency schooling but ultimately recognized the value of family-focused planning and working together as co-educators. Participants identified "partner with parents" and "develop iterative practice" as steps moving forward. Recommendations for effective school/home relationships during crises are framed by sensemaking theory.

Perspectives of Parents of Children With Special Education Needs: Self-Efficacy and School Supports During COVID-19 School Closures

in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self-efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self-efficacy, and social-emotional supports);independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID-19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved. © 2021,Exceptionality Education International. All Rights Reserved.