Résumés
Abstract
This study explored the changes in routine and the social and emotional impacts experienced by families of children with parent-reported learning differences or disabilities (“disabilities”) due to mandatory school closures during COVID-19 in Québec, Canada. A questionnaire was used to compare the family routines of 20 participants before and after the school closures. The study’s findings highlight an overall concern regarding outcomes of long-term school closures. Family routines after the school closures included increased technology usage, decreased socialization, a cease or decline of extracurriculars and therapies, and an increase in symptoms of depression and anxiety among this cohort. The authors suggest enhanced support services, including psychosocial services and financial aid, to mitigate potential negative outcomes.
Keywords:
- COVID-19,
- family routines,
- learning differences,
- disability,
- school closures
Résumé
Cette étude explore les changements de routine et les impacts socioémotionnels vécus par les familles d’enfants avec des différences d’apprentissage ou des handicaps signalés par les parents vu les fermetures d’écoles pendant la COVID-19 au Québec. Un questionnaire est utilisé pour comparer les routines familiales de 20 participants avant et après les fermetures. Les résultats démontrent que les routines après les fermetures d’écoles comprenaient une utilisation accrue de la technologie, une diminution de la socialisation, l’arrêt ou la diminution des activités parascolaires et des thérapies, ainsi qu’une augmentation des symptômes de dépression et d’anxiété chez cette cohorte. Les auteurs suggèrent des services de soutien améliorés, y compris des services psychosociaux et une aide financière, pour atténuer les résultats négatifs potentiels.
Mots-clés :
- fermeture des écoles,
- COVID-19,
- routines familiales,
- différences d’apprentissage,
- stress,
- résilience,
- études sur le handicap
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Parties annexes
Biographical notes
Gustina Giordano
MEd, is a doctoral student at the Illinois School of Professional Psychology at National Louis University. She holds a master’s degree in educational psychology from McGill University. Her main research and theoretical interests lie in the areas of social inclusion and social policy for persons with developmental disabilities. She is particularly interested in the impact of routines on families, the postsecondary outcomes for young adults with developmental disabilities, and best practices in treatment. She is currently a learning specialist at the North Shore Learning Clinic, working directly with students who have learning disabilities to help improve executive functioning abilities as well as school and postsecondary outcomes. gustina.giordano@mail.mcgill.ca
Katja Kathol
BA, MEd, holds a master’s degree in educational psychology from McGill University. There, her research focused on improving outcomes for students with diverse needs in school and society. She currently works in the field of customer education, advancing eLearning best practices with a person-first approach. Still an active member of the Montréal community, Katja also sits on the Board of Directors at the Sexual Health Network of Quebec, where she seeks to reduce local and provincial barriers to sexual health education. katja.kathol@mail.mcgill.ca
Dr. Tara Flanagan
PhD, is an associate professor within the Department of Educational and Counselling Psychology (ECP). Her main research and theoretical interests lie in the areas of social cognition, social inclusion, and social policy for persons with developmental disabilities. She is particularly interested in the transition from school to the community for young adults with disabilities, self-determination, and in the notions of adulthood and quality of life for individuals on the autism spectrum. She has also served as chair of McGill's Joint Board-Senate Committee on Equity Subcommittee on Persons with Disabilities. This subcommittee is comprised of a wide array of students, faculty, and staff across McGill University who are invested in recommending university policy and in promoting a more inclusive McGill. taradawn.flanagan@mcgill.ca
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Parties annexes
Notes biographiques
Gustina Giordano
MEd, est doctorante à l’Illinois School of Professional Psychology du National Louis University. Elle détient une maîtrise en psychologie de l’éducation de l’Université McGill. Ses principaux intérêts de recherche et théoriques se situent dans les domaines de l’inclusion sociale et des politiques sociales pour les personnes ayant des déficiences développementales. Elle s’intéresse particulièrement à l’impact des routines sur les familles, aux résultats postsecondaires pour les jeunes adultes ayant des déficiences développementales et aux meilleures pratiques de traitement. Elle travaille actuellement comme spécialiste de l’apprentissage à la North Shore Learning Clinic, où elle aide directement les étudiants ayant des troubles d’apprentissage à améliorer leurs capacités de fonctionnement exécutif ainsi que leurs résultats scolaires et postsecondaires. gustina.giordano@mail.mcgill.ca
Katja Kathol
BA, MEd, détient une maîtrise en psychologie de l’éducation de l’Université McGill. Ses recherches portaient sur l’amélioration des résultats pour les étudiants aux besoins diversifiés à l’école et dans la société. Elle travaille actuellement dans le domaine de l’éducation des clients, faisant progresser les meilleures pratiques en matière d’apprentissage en ligne avec une approche centrée sur la personne. Toujours active au sein de la communauté montréalaise, Katja siège également au conseil d’administration du Réseau québécois pour la santé sexuelle, où elle cherche à réduire les obstacles locaux et provinciaux à l’éducation en matière de santé sexuelle. katja.kathol@mail.mcgill.ca
Dr. Tara Flanagan
PhD, est professeure agrégée au sein du Département de psychologie de l’éducation et du counseling. Ses principaux intérêts de recherche et théoriques se situent dans les domaines de la cognition sociale, de l’inclusion sociale et des politiques sociales pour les personnes ayant des déficiences intellectuelles. Elle s’intéresse particulièrement à la transition de l’école à la communauté pour les jeunes adultes handicapés, à l’autodétermination et aux notions d’âge adulte et de qualité de vie pour les personnes sur le spectre de l’autisme. Elle a également été chaire du McGill's Joint Board-Senate Committee on Equity Subcommittee on Persons with Disabilities. Ce sous-comité est composé d’un large éventail d’étudiants, de professeurs et de membres du personnel de l’Université McGill, qui s’investissent dans la recommandation de politiques universitaires et la promotion d’une université plus inclusive. taradawn.flanagan@mcgill.ca