Exploring Turkish parents' lived experiences on online science lessons of their children with mild intellectual disability amid the COVID-19 pandemic

被引：10

作者：

Yarimkaya, Derya ^{[1
]}

Toman, Ufuk ^{[2
]}

机构：

[1] Bayburt Univ, Tech Sci Vocat Sch, TR-69300 Bayburt, Turkey

[2] Bayburt Univ, Fac Educ Sci, Bayburt, Turkey

来源：

INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES | 2023年 / 69卷 / 02期

关键词：

COVID-19; intellectual disability; online science lessons; parents; TEACH SCIENCE; STUDENTS; EDUCATION; MODERATE;

D O I：

10.1080/20473869.2021.1922242

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Background: The purpose of this qualitative study was to explore Turkish parents' lived experiences on online science lessons of their children with mild intellectual disability amid COVID-19 pandemic. Method: This study used the phenomenological qualitative research design. Participants in this study were 16 parents, who have children with mild intellectual disability and participated in one-on-one semi-structured phone calls. Interview data were thematically analyzed. Result: Five overarching themes were found: (1) parents' general experiences on online science lessons, (2) advantages of online science lessons, (3) disadvantages of online science lessons, (4) barriers in online science lessons, and (5) parents' recommendations for online science lessons. Conclusion: The results revealed that the majority of parents agreed on the school closure policy due to the COVID-19 pandemic, but were not satisfied with the online science lessons, and focused on the disadvantages of online science lessons for their children with mild intellectual disability.

引用

页码：340 / 349

页数：10

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