The Impact of Extreme Situations on Students with Dyslexia: Lessons from the Pandemic

封面

如何引用文章

全文:

详细

Background. The state of emergency triggered by Covid-19 has significantly impacted various sectors, with education being one of the most affected. This qualitative study explores the psychosocial and educational repercussions for students with Specific Learning Difficulties (SLD), focusing mainly on those with dyslexia and their families. That is, understand how dyslexic students and their families have experienced their confinement and what psychosocial and educational consequences have derived from this situation.

Purpose. To investigate the Covid-19 impact on dyslexic students, identifying specific challenges to improve support strategies.

Method. In collaboration with the Extremadura Dyslexia Association (EXADIS) and the Spanish Dyslexia Federation (FEDIS), we developed a 20-item questionnaire to assess perceptions, experiences, and challenges during lockdown. Nineteen families participated, providing relevant data.

Results. Students with dyslexia experienced an overload of tasks and significant difficulties in understanding content, which increased their levels of stress and anxiety. Concurrently, positive aspects were identified, such as the strengthening of family bonds and improvement in the quality of shared time. However, the teaching staff detected a lack of coordination in the implementation of curricular adaptations and the appropriate follow-up for these students.

Conclusion. These results underline the need for more effective pedagogical strategies and coordinated support to address the educational needs of students with dyslexia in crises.

作者简介

Ana Isabel Contreras

University of Extremadura

编辑信件的主要联系方式.
Email: dpjorge@ull.edu.es
ORCID iD: 0000-0001-8714-6325
西班牙, Badajoz

David Jorge

University of La Laguna

Email: dpjorge@ull.edu.es
ORCID iD: 0000-0003-4691-3449
西班牙, La Laguna

Elena González

University of Extremadura

Email: dpjorge@ull.edu.es
西班牙, Badajoz

Isabel Rodríguez

University of La Laguna

Email: dpjorge@ull.edu.es
ORCID iD: 0000-0002-7523-1765
西班牙, La Laguna

参考

  1. Agostinelli, F., Doepke, M., Sorrenti, G., & Zilibotti, F. (2020). When the great equalizer shuts down: Schools, peers, and parents in pandemic times (Working Paper no. 28264). NBER. https://doi.org/10.3386/w28264
  2. Álvarez, M. (2020). The confinement of boys and girls in Spain in 2020 due to the Covid-19 crisis. Revista de Educación Social, 30, 457-461.
  3. Arteaga-Hernández, K. M., Chávez-Lucas, A. C., & Castro-Jalca, J. E. (2024). Impacto de la enseñanza aprendizaje y rendimiento académico en tiempos de Covid y post Covid -19 en niños y adolescentes [Impact of Teaching, Learning, and Academic Performance During and Post-COVID-19 in Children and Adolescents]. MQRInvestigar, 8(1), 4712–4728. https://doi.org/10.56048/MQR20225.8.1.2024.4712-4728
  4. Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2020). How is Covid-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 51(5), 1772-1780. https://doi.org/10.1007/s10803-020-04577-2
  5. Andrew, A., Cattan, S., Costa-Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020). Learning during the lockdown: Real-time data on children’s experiences during home learning. The Institute for Fiscal Studies. https://doi.org/10.1920/BN.IFS.2020.BN0288
  6. Averett, K. H. (2021). Remote learning, Covid-19, and children with disabilities. AERA Open. https://doi.org/10.1177/23328584211058471
  7. Basta, L., Sakaue, S. M. S., & Souza, K. R. (2021). Políticas de in/exclusão escolar no contexto da pandemia de COVID-19 [School Inclusion/Exclusion Policies in the Context of the COVID-19 Pandemic] . Nuances: Studies on Education, 32(00), e021001. https://doi.org/10.32930/nuances.v32i00.9114
  8. Briesch, A. M., Codding, R. S., Hoffman, J. A., Rizzo, C. J., & Volpe, R. J. (2021). Caregiver perspectives on schooling from home during the spring 2020 Covid-19 closures. School Psychology Review, 50(4), 546-559. https://doi.org/10.1080/2372966X.2021.1908091
  9. Burgos, C., Vázquez, E., López, E., & Adaos-Orrego, R. (2021). PROYECTO DIFPRORET: Análisis de las dificultades, propuestas y retos educativos ante el Covid-19 [DIFPRORET PROJECT: Analysis of educational difficulties, proposals and challenges facing the Covid-19]. Interncional Journal of Educational Research and Innovation, (15), 17-34. https://doi.org/10.46661/ijeri.5145
  10. Chafouleas, S. M., & Iovino, E. A. (2021). Comparing the initial impact of Covid-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities. School Psychology, 36(5), 358-366. https://doi.org/10.1037/spq0000426
  11. Chrzanowska, I. (2022). Remote education of students with disabilities in inclusive forms of education in Poland during the Covid-19 pandemic. International Journal of Special Education, 36(2), 44-52. https://doi.org/10.52291/ijse.2021.36.17
  12. Cifuentes, J. (2020). Consecuencias en los Niños del Cierre de Escuelas por Covid-19: El Papel del Gobierno, Profesores y Padres [Consequences for Children of School Closures Due to COVID-19: The Role of Government, Teachers, and Parents]. International Journal of Education for Social Justice, 9(3), 1-12.
  13. Colombo, M., & Santagati, M. (2022). The inclusion of students with disabilities: challenges for italian teachers during the Covid-19 pandemic. Social Inclusion, 10(2), 195-205. https://doi.org/10.17645/si.v10i2.5035
  14. COTEC Foundation. (2020). Covid-19 y educación i: Problemas, respuestas y escenarios [Covid-19 and education I: Problems, responses and scenarios]. https://www.iau-aiu.net/COVID-19-Higher-Education-challenges-and-responses
  15. Forteza, D., Rodríguez, A., Álvarez, E., & Menéndez, D. (2021). Inclusion, dyslexia, emotional state and learning: Perceptions of Ibero-American children with dyslexia and their parents during the Covid-19 lockdown. Sustainability, 13(5), 2739. https://doi.org/10.3390/su13052739
  16. Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Covid-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
  17. Ghosh, R., Dubey, M. J., Chatterjee, S., & Dubey, S. (2020). Impact of Covid-19 on children: Special focus on the psychosocial aspect. Minerva Pediatrica, 72(3), 226-235. https://doi.org/10.23736/S0026-4946.20.05887-9
  18. Gayatri, M. (2020). La implementación de la educación de la primera infancia en tiempos de la pandemia de Covid-19: Una revisión sistemática [The implementation of early childhood education in times of the Covid-19 pandemic: A systematic review]. Revisiones de Humanidades y Ciencias Sociales, 8(6), 46-54. https://doi.org/10.18510/hssr.2020.866
  19. Gómez, O., Rodríguez, J. and Cruz, P. (2020). La competencia digital del profesorado y la atención a la diversidad durante la Covid-19. Estudio de caso [Digital Competence of Teachers and Attention to Diversity During COVID-19. Case study]. Revista de Comunicación y Salud, 10(2), 483-502. https://doi.org/10.35669/rcys.2020.10(2).483-502
  20. González-Afonso, M., Estévez-Moreira, M. D. C., Delgado-Castro, A., & Pérez-Jorge, D. (2023). Is virtual communication possible in intergenerational programs? The SIMUL project. Social Sciences, 12(4), 199. https://doi.org/10.3390/socsci12040199
  21. González-Contreras, AI, Pérez-Jorge, D, Ramos-Sánchez, J.L. & Vadillo-Gómez, J (2024). CFD-14: Detection of literacy and dyslexia risks in early and primary education. Humanities and Social Sciences Communications, 11, 1375. https://doi.org/10.1057/s41599-024-03893-7
  22. Houtrow, A., Harris, D., Molinero, A., Levin-Decanini, T., Robichaud, C. (2020). Niños con discapacidades en los Estados Unidos y la pandemia de Covid-19 [Children with disabilities in the United States and the Covid-19 pandemic]. Revista de Medicina de Rehabilitación Pediátrica, 13(3), 415-424. https://doi.org/10.3233/PRM-200769
  23. Jiménez, J. C. (2020). Educational Polémicas educativas en confinamiento [Educational controversies in confinement]. Revista Internacional de Educación para la Justicia Social, 9(3), 1-5. https://doi.org/10.15366/riejs2020.9.3
  24. Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney, C., Niamh, M., Borwick, C. & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of Covid-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218-1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009
  25. Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impacts of Covid-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965
  26. Menéndez, D. & Figares, J. L. (2020). Retos educativos durante el confinamiento: La experiencia con alumnos con necesidades educativas especiales [Educational challenges during lockdown: The experience with students with special educational needs]. Revista Internacional de Educación para la Justicia Social, 9(3), 1-11. https://doi.org/10.15366/riejs2020.9.3
  27. Neece, C., McIntyre, L. L., & Fenning, R. (2020). Examining the impact of Covid-19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64(10), 739-749. https://doi.org/10.1111/jir.12769
  28. Parra, J. J. M., Mendieta, L. D. V. M., & Milea, A. G. (2020). La educación inclusiva en tiempos de Covid-19 [Inclusive education in times of Covid-19]. Aula de Secundaria, (38), 18-22.
  29. Patel, K. (2020). Mental health implications of Covid-19 on children with disabilities. Asian Journal of Psychiatry, 54, 102273. https://doi.org/10.1016/j.ajp.2020.102273
  30. Pérez-Jorge, D. (2023). Las competencias en tecnologías de la información y la comunicación del profesorado de México, en la mejora de la respuesta educativa al alumnado con NEE y NEAE [The information and communication technology skills of Mexican teachers, in improving the educational response to students with NEE and NEAE]. In A. S. Jiménez Hernández, C.J. Castro Ramírez, M. Vergara Arboleda, & R. S. Chacón Pinilla (Eds.), La escuela promotora de derechos, buen trato y participación: Revisiones, estudios y experiencia (pp. 972-979). Octaedro.
  31. Pérez-Jorge, D., González-Herrera, A. I., Alonso-Rodríguez, I., & Rodríguez-Jiménez, M. D. C. (2024a). Challenges and opportunities in inclusive education with ICT: Teachers’ perspectives in the Canary Islands during the Covid-19 pandemic. Education Sciences, 14(3), 283. https://doi.org/10.3390/educsci14030283
  32. Pérez-Jorge, D., Melwani-Sadhwani, R., Contreras-Madrid, A. I., & Rodríguez-Hall, S. (2024b). Integral health in the classroom: Developing resilience and well-being through an interdisciplinary education model. In Interdisciplinary Approach to Fostering Change in Schools (pp. 1-20). IGI Global.
  33. Pérez-Jorge, D., Rodríguez-Jiménez, M. D. C., Ariño-Mateo, E., & Barragán-Medero, F. (2020). The effect of COVID-19 in university tutoring models. Sustainability, 12(20), 8631. https://doi.org/10.3390/su12208631
  34. Porter, S. G., Greene, K., & Esposito, M. C. K. (2021). Access and inclusion of students with disabilities in virtual learning environments: Implications for post-pandemic teaching. International Journal of Multicultural Education, 23(3), 43–61. https://doi.org/10.18251/ijme.v23i3.3011
  35. Ramos, J.L. González, A.I. & Galve, J.L. (2019). Baterías de detección de dislexia y dificultades de lectoescritura. Ed. CEPE.
  36. Rodríguez, P. (2020). Consecuencias del Cierre de Escuelas por el Covid-19 en las Desigualdades Educativas [Consequences of Covid-19 School Closure on Educational Inequalities]. Revista Internacional de Educación para la Justicia Social, 9(3e), 1-13. https://doi.org/10.15366/riejs2020.9.3
  37. Rodríguez-Jiménez, M. C., Jorge, D. P., González-Contreras, A. I., & Zabala, E. L. (2023). Development and validation of EDU-COV-NEE-NEAE questionnaire to measure educational response, ICT usage and impact of Covid-19 pandemic on students with special educational needs. Heliyon, 9(9), e19231. https://doi.org/10.1016/j.heliyon.2023.e19231
  38. Samaniego, E. & Luna, G. (2020). Dislexia: Concepto, dificultades, diagnóstico e intervención. Dislexia: A partir de la conferencia impartida por Fernando Cuetos [Dyslexia: Concept, difficulties, diagnosis and intervention. Dyslexia: From the conference given by Fernando Cuetos]. Revista AOSMA, (29), 26-43.
  39. Theis, N., Campbell, N., De Leeuw, J., Owen, M., & Schenke, K. C. (2021). The effects of COVID-19 restrictions on physical activity and mental health of children and young adults with physical and/or intellectual disabilities. Disability and Health Journal, 14(3), 101064. https://doi.org/10.1016/j.dhjo.2021.101064
  40. Whitley, J., Beauchamp, M. H., & Brown, C. (2021). The impact of Covid-19 on the learning and achievement of vulnerable Canadian children and youth. Facets, 6(1), 1693-1713. https://doi.org/10.1139/facets-2021-0096

补充文件

附件文件
动作
1. JATS XML
下载


Creative Commons License
此作品已接受知识共享署名 4.0国际许可协议的许可