UROP Otusa Farahani, 2021

RESEARCH POSTER PRESENTATION DESIGN © 2019
COVID-19 Implications for children with special education needs:
A thematic analysis of positive benefits of school closures
Otusa Farahani, Supervisor: Dr. Jessica Whitley
Faculty of Education, University of Ottawa
Introduction
As a result of the COVID-19 pandemic, Canadian students across the country have
been affected. Learners with special educational needs (SEN) and their families have
been particularly impacted through the combination of school closures and a lack of
access to services and therapies typically available in communities (e.g., Neece et al.
2020; Whitley et al., 2021). The limited research that exists has shown that children,
youth and families have experienced high levels of stress with negative impacts noted on
mental health (Nearchou et al., 2020; Neece et al., 2020). Moreover, families and their
children with special educational needs were reported to worry for self, worry for others,
and worry in general while also experiencing parental anxiety and concerns of
wellbeing (Asbury et al. 2020; Sideropoulos et al., 2021) Among the many negative
outcomes that have been reported, a few unexpectedly positive findings have emerged
(Neece et al.). In order to gain deeper insight into these experiences, we explored the
perspectives of Canadian parents of children with special educational needs. We were
particularly interested in exploring any positive perspectives, or ‘silver linings’ to the
safety measures taken to curb the spread of COVID-19, generally social distancing and
school closures.
Methodology
To examine the perspectives of parents regarding the impact of COVID-19,
including related school closures, on their children and family, we created a web-based
survey which was distributed in the spring and summer of 2020. Parents with children
who would typically be receiving special educational needs in schools were eligible
to participate. In total, 244 participants completed the survey, and 208 provided
responses to open-ended questions. Of these, 170 (81%) shared perspectives
specifically about the positive impact of school closures due to COVID-19.
Results
Analysis of the qualitative data revealed four main themes which are listed in Figure
1. The themes developed were: a) relationship among family members, b) improved
wellbeing, c) reduced internalizing and externalizing behaviours, and d) increased
opportunities for growth in interpersonal and academic skills. One family shared how the
school closures brought opportunities in increased competence in daily living skills which
is highlighted as a practical and essential skill for many individuals with exceptionalities. A
common theme shared by several families was how they had the increased opportunities
to tell their children they are loved and support their learning journey both academically
and personally (wellbeing) as a unit. These specific findings highlight school closures as
opportunities to grow not only as a family but as a learner. In addition, the numbers
provide us an overview of what specific categories were the most achieved during this
time. Category a was the highest with 58 correlating responses while category b has 50.
Which highlights the opportunities presented throughout school closures.
Limitations
Given the pandemic, there have been a small number of North American studies
which have contributed to COVID-19 and school closures through a positive lens.
Specifically, there was limited research centered around the Ontario Ministry of
Education and the Ontario province.
Conclusion
Although the small existing research base has documented many negative
outcomes of COVID-19, our findings reveal many positive findings as well. The results
note the opportunities for social emotional wellbeing, for growth in both personal and
academic skills and opportunities for connection among family and siblings. In support,
Neece et al. (2020) note merging positives including coping skills, engaging with
families, healthier habits and overall improved. The study has not only provided insight
into the opportunities COVID-19 has presented for families during school speaks to
ongoing consideration of ways in which families can connect with one another and be
part of their child’s learning beyond the pandemic. In considering our findings, it is
important to note that the participants highlighted many challenges, stress and barriers
to wellbeing and learning that should be considered alongside their identification of
‘silver linings’. Recommendations arising from our findings include greater recognition
of the vital role parents play in student learning, student wellbeing and our education
system. Future research should explore a more in- depth range of experiences and
outcomes of children with special educational needs, their families, and how
collaborative work among families can be a source of insight for our classrooms.
Acknowledgements
Thank you to Dr. Jessica Whitley and the Faculty of Education for their support and
contributions towards this project. Thank you to the University of Ottawa and the
Undergraduate Research Opportunity Program for financing this research.
References
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
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Nearchou, F., Flinn, C., Niland, R., Subramaniam, S. S., & Hennessy, E.
(2020). Exploring the impact of CoViD-19 on mental health outcomes in children
and adolescents: a systematic review. International Journal of Environmental Research
and Public Health, 17(22), 8479.
Neece, C., McIntyre, L. L., & Fenning, R.. (2020). Examining the impact of
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developmental disabilities. Journal of Intellectual Disability Research, doi:
10.1111/jir.12769
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Whitley, J., MacCormack, J., Matheson, I., Specht, J., Sider, S., & Maich, K
(2021, January 22). Diversity via distance. Education Canada,
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