Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic

The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs a...

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Bibliographic Details
Published in:Research and practice for persons with severe disabilities 2023-09, Vol.48 (3), p.139-156
Main Authors: Spann, Emilee, Biggs, Elizabeth Erin, Ross, Madison
Format: Article
Language:English
Subjects:
Access to Education
Advocacy
Autism Spectrum Disorders
Children
Communication Disorders
COVID-19
Disabilities
Down Syndrome
Elementary School Students
Empowerment
Family Needs
Individual Characteristics
Interpersonal Communication
Pandemics
Parent Attitudes
Parents as Teachers
School Closing
Services
Social Support Groups
Student Needs
Students with Disabilities
Teacher Role
Well Being
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Summary:The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs and complex communication needs during the COVID-19 pandemic, specifically in relation to their (a) supports and (b) feelings of empowerment related to their child. Participants were 37 parents of children with disabilities who had extensive support needs and complex communication needs, with most families having a child with either autism or Down syndrome. Interviews were conducted with each family at three time points during the 2020–2021 school year. Results indicated that the supports families received varied widely, as did their feelings of empowerment— including empowerment related to advocacy and to supporting their child’s learning and well-being at home. The supports that families received from providers (e.g., teachers, service providers) impacted their feelings of empowerment, sometimes acting as facilitators and sometimes as barriers. Implications for future research and practice are discussed related to how teachers and other providers might better partner with families during crises like the COVID-19 pandemic and beyond.
ISSN:1540-7969
2169-2408
DOI:10.1177/15407969231189241